THE SCOUTSHIPA COMPASS FOR ADULT VOLUNTEERS

ADULTS IN SCOUTING

© WSB Inc. / Enrique Leon

© World Scout Bureau Inc.ADULTS IN SCOUTING November 2020

World Scout BureauGlobal Support Centre Kuala Lumpur

Suite 3, Level 17Menara Sentral Vista150 Jalan Sultan Abdul SamadBrickfields50470 Kuala Lumpur, MALAYSIA

Tel.: + 60 3 2276 9000Fax: + 60 3 2276 9089

worldbureau@scout.orgscout.org

Reproduction is authorised to National Scout Organizations and Associations which are members of the World Organization of the Scout Movement. Credit for the source must be given.

THE SCOUTSHIPA COMPASS TO ADULT VOLUNTEERS

PREFACE

The need to support National Scout Organizations (NSOs) in developing their training

capacity was recognised a long time ago. Since the 26th World Scout Conference in

Montreal 1977, NSOs have been entrusted with this responsibility. Efforts have been made

on improving and expanding training material to assist NSOs to develop relevant training

schemes and programmes, organise their courses, and increase the skills and capability

of their trainers. The International Training Handbook was initially produced and updated

periodically during those years.

Based on the recommendation of the 33rd World Scout Conference in Bangkok 1993, the

necessary steps were taken to ensure the full implementation of the provisions of the

World Adult Resources Policy. The first version of the World Adult Resources Handbook

(WARH) was born. The WARH was aimed primarily at those who have the responsibility

for managing adult resources, such as members of the National Adult Resources

Committee. It was also utilised by those responsible for training at the national level, and

even more widely due to specific needs.

By adopting the World Adults in Scouting Policy in 2011 and its revision in 2017, the need

for a resource that covers elements of the new policy and the Adults in Scouting Life Cycle

became evident. After intensive work by a dedicated team and experts in Adults in

Scouting, and with the involvement of different stakeholders, the reviewed World Adults

in Scouting Handbook is now available. In the efforts of digitizing our resources, the

handbook presents itself as an online platform, now called Scoutship.

There is a Glossary for non-Scout users at the end of the resource.

You can find its digital edition of Scoutship on the http://scoutship.scout.org

Scoutship

Introduction

Scout Path

Message from Lord Baden Powell

Scouting's Mission and Vision and its relation to AiS

Educating Differently

Background of Adults in Scouting

Be the Star

Working with Adults in Scouting

World Adults in Scouting Policy

Adults in Scouting Life Cycle

AiS Life Cycle - Recruitment

AiS Life Cycle - Performance

AiS Life Cycle - Decisions for the future

Managing the AiS Life Cycle

Volunteering and Volunteers in Scouting

Opening Doors

Adult Recruitment

Adult Training

Adult Leadership

Adult Motivation

Make connections

Global Support Assessment tool

WOSM Services

World Scout Youth Programme Policy and AiS

World Scout Youth Involvement Policy and AiS

World Safe from Harm Policy and AiS

Diversity and Inclusion and AiS

Growth and AiS

World Scout Conferences Resolutions and AiS

Non-formal Education: The Rio Declaration

Going forward

Performance Management

Assessment Dialogue

Recognition

Decisions for the Future

Succession Planning

Coaching

Mentoring and Peer Support

Hammer&Nails

Adults In Scouting Self-Assessment Tool

How To Create Job/Role Description

How To Conduct Appraisal Interview

Competencies Recognition - STARR Method

Training System Renewal

Wood Badge Framework

Active Review Cycle

Competency Based Approach in Training

Pitfalls of Volunteer Management

GROW in Scouting

Emotional Intelligent Scout Leader

Using Bloom's Taxonomy in Learning

Learning Objectives andBloom's Taxonomy

Useful Online Tools

Training 101 Training 101 Overview

INSPIRATION

Our World Adults in Scouting Policy used in the management of

volunteers and staff in World Scouting has a strong foundation, having grown from long established traditions and practices of the Scout

Movement.

SCOUT PATH

What started as a small camp on Brownsea Island (close to Dorset, UK) with 20 boys in

1907, is now a Movement of more than 50 million Scouts in 224 countries and territories.

Since its formation, some 500 million people have been Scouts, including prominent people

in every field, such as US civil rights activist Martin Luther King Jr., British naturalist David

Attenborough, and former United Nations Secretary General Ban Ki-moon.

By combining adventure, education, and fun, Scouting manages to continuously renew

and adapt itself to a changing world and the differing needs and interests of young people

across the globe. In doing so it continues to inspire young people to become active local

and global citizens, helping to create a better world. Come with us as we travel the path

that led Scouting to be the largest educational youth movement in the world.

Visit also:

WOSM web-page Scout.org

MESSAGE FROM LORD BADEN-POWELL

Since September 1919 adult volunteers in the Scouts have been awarded the Wood Badge

on the completion of their leader training. The basic badge is made up of two wooden

beads worn at the end of leather lace. This iconic symbol of Scouting is following

generations of Scouts across the last 100 years. Lord Baden-Powell gave a significant

speech on the opening of the pilot Wood Badge Course to be held at Gilwell Park in

September 1919.

“Brother workers, Commissioners, Scout Masters, and Cub Masters. I have been thinking

of your work lately and l have come to the conclusion that you are building better than

possibly you know; or generate better you knew when you first took your place in what is

now a great Brotherhood of Service.

It is a fine show, and it is growing in importance as it influences day by day. But I noticed

that as the public realizes more and more, it’s aims and possibilities so more and more

they expect to see really effective results on the boy. They judge the movement by this.

That responsibility rests on the Scout Master later than was formerly the case of giving

the right application of our Method to his boy.

To ensure this the first essential is that Scout Masters themselves, as well as their

Commissioners, should have thoroughly grasped the ideal, we aim for the reasons of

various steps in the training and the meaning that underlies them. To this end the opening

of our Gilwell Park training school is in my mind the most important step that has occurred

in the history of the Movement since its inauguration.

I venture the hope that every Commissioner, Scout Master, and Cub Master who is unable

to attend the Gilwell Park course himself will take steps to gain the latest particulars by

availing himself of the help now open to him through instructors who have been through

that training.

In addition to what l have said in Aids to Scoutmastership, l should like to emphasize the

importance of developing in the boys these two qualities: patience and self-elimination. I

have seen in my time more careers wrecked through ones of patience than through drink,

gambling, or any other vice. By self-elimination, I mean that selfless service for others of

which you yourself are giving so pregnant its personal example.

You are doing a big thing for God, for your Country and your kind and I warmly wish you

all further success.”

Visit also:

Audio Message from Lord Baden Powell

SCOUTING’S MISSION AND VISION AND ITS RELATION TO ADULTS IN SCOUTING

Mission

"The Mission of Scouting is to contribute to the education of young people, through a value

system based on the Scout Promise and Law, to help build a better world where people

are self-fulfilled as individuals and play a constructive role in society."

Vision

"By 2023 Scouting will be the world’s leading educational youth movement, enabling 100

million young people to be active citizens creating positive change in their communities

and in the world based on shared values."

To achieve Scouting’s Vision, six Strategic Priorities were adopted at the 40th World Scout

Conference. Supporting Adults in Scouting is a core tenet of the Strategic Priority

“Educational Methods”.

Educational Methods Strategic Priority

“The Youth Programme should provide a non-formal learning environment strengthening

the capacity of young people to face the challenges of tomorrow. Scouting should attract,

train and retain quality adult volunteers to deliver the Youth Programme.”

The aim of the World Adults in Scouting Policy, as with the World Scout Youth Programme

Policy and other WOSM Scouting policies, is to support the Mission of Scouting. This is

achieved by improving the quality of leadership at all levels through better support tools

and management strategies for Adults in Scouting, resulting in the provision of better

services for young people.

The World Adults in Scouting Policy encompasses all the roles and functions undertaken

by adult members, and all the areas of competence necessary to fulfil them. This is

particularly relevant when we consider that adults are the ones delivering the Youth

Programme. Therefore, their appropriate recruitment, selection, training and support are

critical to enable the full support needed for the Youth Programme.

Three strategic areas cover the effective functioning of an NSO:

1. The Youth Programme: establishes the requirements for the adults (e.g. functions)

who work in this area and determines the logistical requirements to develop the

Youth Programme.

2. Organisational Development: establishes the organisational framework that

provides the administrative and financial support so that the Programme can be

developed and implemented.

3. Adults in Scouting: connects functions to relevant positions, identifying the training

experiences needed to develop competencies. It also determines the logistics

needed for the process to work properly (e.g. requirements to run the training

experiences and, in general, to operate the whole adult management system),

operating with the overall support of the NSO.

Adults perform key roles and functions to achieve the Scout Mission. The quality of the

Youth Programme and the impact Scouting will have on society depend on the quality of

these adult volunteers.

The strategic outcomes of implementation of Adults in Scouting supporting the Mission

and Vision of Scouting are:

• better programmes and deliverance for young people (Youth Programme)

• improved effectiveness, commitment and motivation of adult leadership (Adults in

Scouting)

• more effective and efficient organisations (Organisational Development)

• a competitive advantage and impact on social or external well-being

The roles of supporting adults fall into three categories:

• Those who design, develop, facilitate or deliver programmes adapted to different

age groups, and specific conditions in which young people live.

• Those who operate directly with adults in management, leadership, training and

support roles and functions.

• Those who establish and operate organisational structures, delivering the

necessary logistical, financial and administrative support for the Movement.

Visit also:

Mission, Vision and Strategic Areas of Scouting

EDUCATING DIFFERENTLY

Scouting gives young people skills for life. It prepares them for real-life challenges by

developing their knowledge, skills and attitudes. The outcomes can be further developed

as the young person grows into adulthood and follows the path to leadership.

The educational approach which makes Scouting so popular and relevant to young people

will continue to be tested as mainstream education uses more of the non-formal methods.

Scouting’s success in this area is because learning occurs through fun activities, often

games, selected usually by the young people and done in small teams with peers.

Through the effective use of developmental age groupings (Sections), young people take

responsibility and ownership and are empowered to investigate and take action on issues

important to them. Through reflection of these meaningful experiences, they continue to

be active learners, gaining confidence to address bigger challenges. This ethos motivates

adult leaders to support the young people as they progress through their personal journey

and ensure all enjoy and learn from our game of Scouting.

The Scout Method is an essential system for achieving the educational proposal of the

Scout Movement. It is defined as a system of progressive self-education. It is one method

based on the interaction of equally important elements that work together as a cohesive

system, and the implementation of these elements in a combined and balanced manner is

what makes Scouting unique.

Adult volunteers in Scouting play important roles in ensuring the success of the Scout

Method. Their role is to provide the best possible guidance to the young people they

support, encouraging and enabling them to make their own decisions and create their own

activities and learning opportunities. As the world is constantly changing, what Scouting

offers young people must reflect the current needs of their society. It is important to have

the right adult volunteers; only those with the appropriate attitude and approach are

eligible to work with young people.

Visit also:

World Scout Youth Programme

The Scout Method

Essential Characteristics of Scouting

BACKGROUND OF ADULTS IN SCOUTING

Shortly after Scouting began in 1907, ‘Adult Leader Training’, as it was later known,

followed. While Baden-Powell’s first passion was to spread his ideas to young people, he

also attended the training of adults as Scoutmasters, personally conducting two courses

in 1911 and 1912. These first series of talks would be formalised a year later as ‘Wood

Badge Training’.

The use of the Patrol System and a balanced mix of theory and practice sufficed for a time.

Only after the First World War, when Scouting was growing rapidly, did Baden-Powell’s

look to guide the development and enthusiasm of Scoutmasters “to make quite certain

that when I am gone, the future leaders of Scouting will really understand what it is all

about and what my intentions have been”. (Lord Baden Powel)

On 8 September 1919 the first training course for Scoutmasters took place, following the

principles laid down in 1913. The guidebook for Adults, Aids to Scoutmastership was

published the same year.

What had begun in 1913 and advanced in 1919 served the Movement well for decades to

follow. As Scouting grew nationally and globally so too did the management system within

each National Scout Organization (NSO), and the need for broader training.

In 1988 the World Scout Committee submitted a paper - Towards a Strategy for Scouting

- to the 31st World Scout Conference in Melbourne, Australia (1988), highlighting the

challenges faced by NSOs in recruiting competent leaders, Commissioners and

administrators, and providing them with appropriate training.

In reply the Adults in Scouting Policy was developed during the 32nd World Scout

Conference in Paris, France (1990), outlining the basic principles for the management of

adult volunteers and resources. The document covers, amongst other specifics, the

training elements for adult development. The principles of this document are the

foundation of the World Adult Resources Policy, adopted by the 33rd World Scout

Conference in Bangkok, Thailand in 1993, establishing Adult Leader Training as a

fundamental element in the management of Adults in Scouting.

The World Adult Resources Handbook published in 2005, provides guidelines on the

management of Adults in Scouting. This major shift in thinking considered the wider

aspects of the management of adult volunteers and Staff and emphasised training for

leaders as a part of the Adult Life Cycle as described in the Adults in Scouting Policy.

Updates and reviews of the policy were made during the 38th World Scout Conference

(Korea, 2008), and subsequent conferences in Brazil (2011), Slovenia (2014), and

Azerbaijan (2017). The Wood Badge Framework was also revised in 2010 as requested by

the 38th World Scout Conference, providing guidance for the development of Adult

Training

Since the release of the 2005World Adult Resources Handbook, NSOs have been following

the policy by appointing Adults in Scouting Commissioners, responsible for promoting and

implementing the policy, and complementing and supporting the Training Commissioners,

who are responsible specifically for Adult Training.

In 2017 after the update of the Adult in Scouting Life Cycle the process of the Wood Badge

Framework review started and was successfully completed in 2020.

Today NSOs are at different stages of the implementation process for the Adults in

Scouting Policy. With this Scoutship digital resource the World Organization of the Scout

Movement (WOSM) aims to provide full support and understanding of the Adults in

Scouting Policy to address the NSOs needs to the fullest.

Visit also:

Wood Badge Framework

World Adult in Scouting Policy

World Scout Conferences Resolutions

BE THE STAR

As an Adult in Scouting you are a star! Join us as we navigate the Adult Life Cycle and its dimensions and discover how to develop methods to

improve the skills for Adults in Scouting (AiS) at all levels in your National

Scout Organization (NSO).

WORKING WITH ADULTS

Scouting would not exist around the world without the millions of adults, mostly

volunteers, and some paid staff who support the Movement in a wide range of roles and

functions.

These adults fall into three categories:

• Those who design, develop, facilitate, or deliver programmes with young people

• Those who work directly with adults in management, leadership, training, and

support roles and functions

• Those who establish and operate organizational structures, delivering the

necessary logistical, financial, and administrative support

Adults in Scouting (AiS), a systematic approach to supporting adults, was developed to

assist NSOs to improve how they ensure the effectiveness, commitment, and motivation

of adult leadership. Adults supported in this way perform better, gain deeper satisfaction,

and serve longer, resulting in better programmes delivery with more young people,

contributing to the growth of the Movement. The responsibility of NSOs is to strengthen

the implementation of all aspects of the AiS life cycle in accordance with the World Adults

in Scouting Policy.

Visit also:

World Adult in Scouting Policy

Volunteering in Scouting

WORLD ADULTS IN SCOUTING POLICY

The aim of the World Adults in Scouting Policy is to support the Mission of Scouting. This

is achieved by improving the quality of leadership at all levels through the provision of

better support and management for adults, resulting in better services for young people.

The strategic outcomes of the implementation of Adults in Scouting are:

• better programmes for young people (Youth Programme)

• improved effectiveness, commitment and motivation of adult leadership (Adults in

Scouting)

• more effective and efficient organisations (Organisational Development)

• a competitive advantage and impact on social or external well-being.

‘Adults in Scouting’ is a systematic approach for supporting adults in order to improve the

adult leadership so that better programmes are supported in the delivery by and for young

people. It also enhances the overall effectiveness and efficiency of the organisation.

The World Adults in Scouting Policy targets adults, particularly those at national level with

responsibility for developing, implementing, and reviewing adult management systems

and procedures.

Conceived as a tool to strengthen unity in the Movement through a series of common

requirements, it is based on the principle of voluntary adherence to the World Organization

of the Scout Movement (WOSM) and underpinned by a clear set of values regarding the

involvement of volunteers.

The Policy:

1. recognizes and enhances the youth-centred, volunteer-based and volunteer-led

nature of the Scout Movement

2. values the unique contribution of volunteers to achieving the purpose of the

Movement

3. acknowledges that volunteering is a beneficial experience for adults and young

people and the wider communities in which they live

4. reinforces the commitment of all levels of World Scouting to ensure equal access

to high-quality volunteering opportunities and equal treatment of volunteers in

all our practices

5. reinforces the need to be inclusive of all members, and to encourage, recognize

and celebrate the diversity of its membership - adults and young people, and

ensures that its membership reflects the composition of each of the local

communities where Scouting operates

6. provides a framework to be used to manage professional staff and recognizes

their contribution in supporting volunteers

The World Adults in Scouting Policy sets recommendations for NSOs on how to adapt the

Policy to align with the position of WOSM, while at the same time creating a framework

that best responds to their reality at national and grass-roots level, based on the

Fundamental Principles of Scouting.

Visit also:

World Adult in Scouting Policy

Mission and Vision of Scouting

INTRODUCING THE AIS LIFE CYCLE

The approach set out in the World Adults in Scouting Policy recognises the concept of a

Life Cycle in every role or function undertaken by an adult in Scouting.

It is a holistic and systematic approach that gives careful consideration to all aspects of

the management of adults in the Movement and includes attracting the adults we need

and supporting them in their role or function, assisting them in their development and in

their choices for their future. One or multiple life cycles cover all stages and components

in the lifespan of an adult in the Movement.

Adults in Scouting Life Cycle

The Adult Life Cycle highlights all aspects of the management of adults in the Movement

such as:

• Recruiting the adults we need

• Supporting adult volunteers in their performance and development

• Assisting adult volunteers in making decisions for their future

RECRUITMENT

Description NSO Responsibility Adult Perspective

Recruitment is the process

of sourcing the adults

needed to accomplish the

different tasks, jobs, and

functions required by the

NSO

The NSO has an ongoing

availability of adults at all

levels with the competencies

needed to implement a

variety of roles

Once attracted, adults go

through an open and

transparent process from

Selection to Integration,

to Mutual Agreement.

PERFORMANCE

Description NSO Responsibility Adult Perspective

Performance is the action

or process of performing a

task or function.

The NSO should put in place

systems and measures to

support the good

performance of adults

(Induction, Training, In-

service Support and

Performance Management).

Adults should strive for

their best performance

using all available training

and resources to develop

personal excellence

(competencies).

DECISIONS FOR THE FUTURE

Description NSO Responsibility Adult Perspective

Being able to make

decisions for the future

ensures mobility and

flexibility across roles and

functions and, at the same

time, provides more

opportunities for adults to

participate at all levels.

The organisation should use

this tool to put the right

adults in the right positions

at the right time, keeping

them satisfied and

committed to Scouting.

Decisions for the Future

helps adults to stay

focused, motivated and

further committed beyond

their comfort zone for a

win- win situation.

RECOGNITION

Recognition can be used every time we gather to recognise the achievements and

contributions of individuals, teams and work groups. It appears in all phases of the AiS

Life Cycle.

Description NSO Responsibility Adult Perspective

Recognition is the

permanent process of

acknowledging adults’

contribution and progress,

based on demonstrated

performance and personal

progression.

The NSO should be aware

that recognition is critical for

increasing adults’

engagement, leading to

higher retention in the long

run.

Adults expect to be

recognized and

appreciated for

successfully delivering on

the Mutual Agreement.

Visit also:

World Adults in Scouting Policy

Adult in Scouting Life Cycle e-learning

AiS Self-assessment Tool

RECRUITMENT

Within the Recruitment phase, there are the elements of Assessment of Needs, Attraction

and Selection, Integration, Mutual Agreement and Appointment.

Adults in Scouting Life Cycle - Recruitment

ASSESSMENT OF NEEDS

Description NSO Responsibility Adult Perspective

An assessment of needs is

the continuous process of

establishing the list of

tasks, roles, or functions to

be performed by adults.

The NSO should, in

alignment with their

Strategic Plan, regularly

review their operations and

structure by performing an

assessment of needs.

Adults are not expected to

possess all the

competencies required. On

the contrary, working in

teams is an opportunity to

be empowered and to

develop new skills as part

of the lifelong learning

process.

ATTRACTION AND SELECTION

Description NSO Responsibility Adult Perspective

At this stage of the AiS Life

Cycle, adults are invited to

join through many different

channels. Adults are

recruited based on the

clear role descriptions.

The Attraction process

enables the NSO to open

doors to new adults who

adhere to the Values and

Principles of Scouting and

encourage them to dedicate

their time to Scouting.

At this point Safe From Harm

“check” should take place.

The Selection should be

done based on openness

and transparency,

matching the

expectations of both

parties.

INTEGRATION

Description NSO Responsibility Adult Perspective

The Integration process

provides the adult with the

opportunity to discover

and learn about the role.

The NSO has an opportunity

to introduce the role, context,

other adults, values, norms,

and the ‘Code of Behavior or

Conduct’ set by the NSO.

Integration into the

‘working’ environment is

essential for

understanding the big

picture and will impact

later performance.

MUTUAL AGREEMENT

Description NSO Responsibility Adult Perspective

The Mutual Agreement

highlights all aspects which

the NSO and the adult

should negotiate and

agree.

Mutual Agreement allows

both parties involved to set

out and “sign” a clear

agreement concerning

different aspects of work,

rights, and responsibilities.

A Mutual Agreement

should be revisited

regularly, and if needed,

revised based on any

new circumstances and

needs.

APPOINTMENT

Description NSO Responsibility Adult Perspective

The appointment is made

based on mutual

agreement between the

NSO and the adult and

recognizes the adult's

membership.

The NSO is entirely

responsible for nominating

and appointing adults for a

specific time and renewing

or terminating each

appointment.

Adults also have the right

to ask for Renewal,

Reassignment, or

Retirement and can file

appeals or complaints.

Visit also:

World Adults in Scouting Policy

AiS Self-assessment Tool

PERFORMANCE

Within the Performance phase, there are elements such as Induction, Training, Operation,

In-service Support and Performance Management.

Adults in Scouting Life Cycle - Performance

INDUCTION

Description NSO Responsibility Adult Perspective

Induction is the period when

adults are properly briefed

about the tasks to be

undertaken so that they

understand the role and its

responsibilities.

The NSO provides initial

training, integration into

the team, peer support,

and mentor guidance.

The Induction enables

adults to understand their

role in the wider cultural

context: the working

team, scope of work,

resources available,

decision-making process,

reporting procedures, etc.

TRAINING

Description NSO Responsibility Adult Perspective

Training provides adults

with the knowledge and

skills they need to perform

their role in Scouting.

Training can be a part of the

Induction process or the In-

service Support.

The NSO should develop a

system to support and

validate all the training

undertaken by the adults,

formal and non-formal.

Training enables a higher

level of confidence,

competence, performance,

commitment, and on-the-

job satisfaction.

OPERATION

Description NSO Responsibility Adult Perspective

In the Operation stage,

adults (alone or in a group)

perform the given task or

assignment.

Performance should be in

accordance with the

expectation of the NSO as

described in performance

indicators and outcomes.

Adults should strive for

quality and use the

support systems offered

by the NSO.

IN-SERVICE SUPPORT

Description NSO Responsibility Adult Perspective

In-service Support

provides direct and

adequate support

(technical, educational,

material, moral, or

personal) to enable adults

to perform well.

The NSO is encouraged to

develop a proper

understanding of the

specific needs their adults

may have and provide

adequate support.

Adults should actively use

the support offered

to become more

knowledgeable, skilful and

confident in their role.

PERFORMANCE MANAGEMENT

Description NSO Responsibility Adult Perspective

Performance Management

is a process that provides

an opportunity to assess

the extent to which the

adults are meeting the

requirements of their role

or function. It is also an

opportunity to get

feedback from the adult,

so it is a two-way process

(dialogue).

The NSO is obliged to

provide feedback to the

adults on their performance

to assist the adults’

progress.

Adults should

receive regular periodic

feedback necessary to

help them develop greater

autonomy in their role or

function and be

responsible for their own

development. Adults

should be encouraged to

provide. feedback.

See also:

World Adults in Scouting Policy

AiS Self-assessment Tool

DECISIONS FOR THE FUTURE

Within the Decisions for the Future phase, there are the elements of Decision, Renewal,

Reassignment and Retirement.

Adults in Scouting Life Cycle - Decisions for the Future

DECISION

Description NSO Responsibility Adult Perspective

The Decision is an

extended part of

performance management

where adults make

Decisions for the Future

based on their own needs

and requirements and

performance.

The NSO should train and

support the adults in

charge of conducting the

appraisal and decision-

making process.

Both the adults and the

NSO have the right to share

their opinions about the

future. A decision should be

reached with mutual

understanding, expectations

and acceptance.

RENEWAL

Description NSO Responsibility Adult Perspective

The Renewal of an adult’s

role or function means that

the adult receives positive

feedback on their

performance and is willing

to continue to perform the

same role or position.

Based on the needs, NSOs

can renew the role of the

adults. The NSO should

define the length of the

new term. For some roles

or functions the reference

to how many times

renewal can be done

should be defined.

Adults whose position is

renewed will return to the

Life Cycle to continue to

perform and receive

relevant ongoing training or

in-service support

especially when being

assigned to new position or

undertaking new

appointments

REASSIGNMENT

Description NSO Responsibility Adult Perspective

Reassignment is a

decision, where an adult

changes position and

chooses another role or

function.

The NSO uses this

opportunity to refresh the

team and offer new

developmental

opportunities to

individuals.

For adults, Reassignment

can be an opportunity to

find a role or function better

suited to their skills,

talents, or commitment

level.

RETIREMENT

Description NSO Responsibility Adult Perspective

Retirement is a decision,

where one party decides to

end the mutual agreement

and retire from Scouting

activities.

The NSO determines

whether there are major

non-conformities in the

work of the adult, or if the

position or function has

ceased to be relevant.

The adult can decide to do

something new or leave

when they no longer

consider themselves

suitable for a role in

Scouting. They should be

allowed to retire gracefully

with dignity.

See also:

World Adults in Scouting Policy

AiS Self-assessment Tool

MANAGING THE AIS LIFE CYCLE

The “Life Cycle in Action” in the team and organisational context

The World Adults in Scouting Policy recognises the concept of a Life Cycle in every role or

function undertaken by an adult in Scouting. Adult volunteers in Scouting can play more

than one role at a time, and must work together in harmony, combining their talents and

competencies, to fulfil the responsibilities of those roles.

Long-term volunteers should be aware that new adults will join, and others will leave the

team, from time to time, bringing diversity and new ideas, and making it crucial to keep

a consistent methodology to ensure a legacy is built beyond personal skills.

AiS Life Cycle in Action

It is not easy to manage needs, expectations, and desired results. The ‘Life Cycle in Action’

model is a support tool for those in charge of leading adults, providing guidelines for

setting up, managing and reviewing the methods and tools available for the development

of the adult volunteer.

The Life Cycle in Action model identifies four main building blocks:

1. Providing conditions for AiS Life Cycle implementation: Using different

approaches for leading adults

2. Implementing the AiS Life Cycle: Implementing individual paths

3. Measuring the Impact: Reviewing the Adults in Scouting process

4. Life-long Learning: Identifying areas to improve adult life cycle management

In the following presentation, each of the building blocks is presented separately.

1 Providing conditions for AiS Life Cycle Implementation

AiS Life Cycle requires certain conditions for its successful implementation. From the

beginning it is important to take into consideration:

• Leadership,

• Organisational culture,

• Information and resource management,

• Team management and engagement.

Leadership

There are many effective ways of leading people, and it is good to understand the different

leadership approaches and styles, and their practicalities and evolution. Applying different

methods can have a substantial impact on the effective recruitment, development, and

retention of adults.

Scouting should be able to provide an environment that enables personal development for

all. NSOs have the responsibility to identify and address areas where their committees and

other support structures do not reflect the composition of the local communities (e.g.

different cultures, genders, age ranges, ethnicities, faiths and beliefs), and adapt their

leadership strategies to address this. It is only by doing this that Scouting will truly be

available and inclusive to all people, youth or adult, in each community.

Organisational Culture

The leadership approach is reflected in many aspects of the World Adults in Scouting Policy

implementation. We need to be aware that both leadership and culture are intertwined:

what works for one culture may not work for another. Our organisational culture is about

the story of Scouting in which our members are all vested, and the values and rituals that

reinforce that narrative. It has a strong influence on everyday life, for instance, a leaders’

commitment should be expressed in their normal behaviour and habits, such as their

availability, punctuality, enthusiasm, and motivation of others. This is another

consideration in the planning phase.

Information and Resource Management

The next layer of planning is the proper use of information and resources. When organising

activities, we need information (organised in information systems), material resources

(e.g. equipment and other needs), and financial resources. These require a proper

management structure:

• How is useful information identified?

• Why and where is the information or resources needed?

• Who is responsible for the material resources?

• Who is in charge of approving financial resources?

Without these resources and definitions, we can’t play the ‘game of Scouting’ properly.

But instead of being constrained in our ideas or imagination by limited financial and

material resources, we can work with other groups or NSOs to develop and share tools.

Team Management and Engagement

Good communication is an integral part of good team management, providing an

opportunity for constructive feedback, and removing hierarchical and administrative

hurdles. Online tools enable a transparent exchange of information, fostering mutual

respect and allowing everyone to contribute and to benefit. The same counts for the

distribution and follow up of tasks where progression and results can be easily shared with

the whole team. Besides online collaboration, physical meetings and participation are a

dynamic way of working, building relationships, and sharing ideas in the team.

A good team management strategy allows members of the team to show and develop their

talents and use their skills. It provides opportunities for them to develop competencies,

track accomplishments, and be rewarded accordingly. By doing all this, we are actively

supporting the retention, satisfaction and happiness of adults involved.

Again, it is important to be clear from the start what are the expectations. Conditions for

AiS Life Cycle implementation should be constantly improved and revisited according to

the NSO’s leadership approach.

2 Implementing the Adult Life Cycle

The approach set out in the Adult Life Cycle details the steps for a productive and

rewarding path for any role or function undertaken by an adult volunteer in Scouting. It is

a holistic and systematic approach that considers all aspects of managing volunteers inside

the Movement. That includes attracting the necessary volunteers and supporting them in

their role or function, assisting them in their personal development, and allowing them to

take ownership of their roles, as well as empowering them to manage their choices for the

future.

One or multiple paths of the Life Cycle cover all stages and components in the lifespan of

an adult volunteering for the Scout Movement and the steps within should be considered

at all times, from recruitment all the way until appraisals and retirement.

The Adult Life Cycle should be clear to all volunteers, tailored to their needs and making

sure all adults in Scouting are aware of their rights and responsibilities when joining the

Movement. With a clear overview of the Life Cycle, volunteers can assess their personal

development and create a path that allows them to feel fulfilled and supported.

3 Measuring the Impact

When the planning is completed and the adult volunteer has experienced the Life Cycle, it

is time to assess and understand the level of impact and the process used to measure it,

so it can be shared as a good practice.

The value of this measurement process is in the learning path of each individual and the

improvement of the organization/or NSO itself.

It makes the most sense as the indicators are agreed on by all stakeholders and it is not

only about data collection but also the quality of the information gathered.

There are four areas of worthwhile measurement of impact:

• Individual Growth

• Team Impact

• Society Impact

• Youth Programme Delivery Impact

Individual Growth

For every role or responsibility undertaken, an adult is trained and supported to master

the relevant competencies. These competencies can be used as indicators to measure the

personal impact such as:

• The ability to learn and improve.

• Growth potential and the contributions delivered by the adult volunteer.

• The adult’s satisfaction partly expressed by their time serving in the role.

• Comparing the data between approaches and different adults will help learn what

is more effective.

Possible guiding questions:

• Are the mutual expectations transparent and have they been agreed on by all

parties?

• Are the expectations documented and available for use during performance

evaluation?

• Is there a system in place to document the individual learning and compare it with

earlier experiences, to assess the improvement?

Team Impact

When a group of individuals work closely together as a team, other success indicators can

be identified. Usually the results of strong, high-quality teamwork increases the maturity

of an organisation. Some examples:

• Amount of initiative a team takes showing mutual trust and collaboration.

• Degree of efficiency the team has in completing tasks showing complementarity

skills.

• Degree of willingness to help and support each other towards a common goal and

the outcomes of it.

Possible guiding questions:

• Does the NSO provide relevant tools and resources that allow team members to

discuss and improve their performance and cooperation?

• What kind of skills can be taught and shared with the entire team?

• Does the NSO encourage teamwork and cooperation between the adults?

Societal Impact

One of the effects of both individual and team efforts is undoubtedly the impact inside

communities, amplifying good practices and behaviours beyond the internal aspect of

Scouting. Possible indicators for this field are as follows:

• Attention from the local community of external stakeholders.

• Recognition of local authorities acknowledging the value of Scouting.

• impact in contributing to Vision of Scouting and Strategy for Scouting

• Public image of the Movement.

• Membership growth.

Possible guiding questions:

• Does the NSO track community engagement?

• Is there a determined goal to raise awareness of Scouting?

• Is Scouting promoted in local communities?

• Does the NSO have a partnership with local authorities, and other local

organisations?

• How does NSO contributing to Vision of Scouting and Strategy for Scouting

Youth Programme Delivery Impact

The purpose of Adults in Scouting is to ensure quality in the delivery of Youth Programme,

and not only the development of self-fulfilled empowered adults. The whole approach of

the Adult Life Cycle is about training and providing the necessary skills for volunteers to

be able to deliver the Youth Programme in the best way possible.

Possible guiding questions:

• Does NSO demonstrate effectiveness and efficiency in Youth Programme delivery?

• Does the NSO provide the necessary training for adults?

• Is the quality in the delivery of the Youth Programme evaluated?

• Does the NSO have the necessary number of volunteers in all areas at all levels?

Measurement Indicator Types

In addition to the four fields of impact measurement, impact can also be measured in

three consecutive phases: Effort, Result and Sustainability.

Phase 1: Effort

These are the processes, individual and team activities and the broader context where

effort is made and (efficiency) can be measured. Quality indicators could be accessibility

of training opportunities, methods to strengthen team performance, and support to clearly

express their talents in life outside Scouting. These qualitative indicators can be expressed

in terms of how they relate to this incomplete list of criteria including: tailored, sufficient,

correct, timely, throughput time, accessibility, ... in short, 'fit for purpose'.

Phase 2: Result

This depends largely on the effort of the individuals, teams and society. The indicators

measuring results depend highly on the organisational culture, focus, values, agreements

and rules. These intermediate indicators directly measure our goals and make a strong

impact on the Scouting programme possible. In the result phase, for example, indicators

such as satisfaction, sustainability, growth and realized projects come into play.

Phase 3: Sustainability

In the last phase we can measure sustainable impact. In the language of the World Adults

in Scouting Policy this relates to volunteer satisfaction, growth, quality of their

performance, etc., keeping in mind young people and their realization of the mission of

Scouting. Indicators such as membership census; number of new groups; appreciation

and support by parents, public and private organisations; and the quality of the Scouting

experience are in place here.

4 Life-long Learning

Life-long learning analyses and addresses the continuous development of each adult as

well as the team. The team setting allows adults to be inspired and provides a peer-to-

peer learning atmosphere. The fast pace of learning nowadays, combined with multiple

platforms of information, highlights the need to connect, co-create, co-learn and build

strong networks, as a part of the adults learning path. Life-long Learning for all is the new

normal.

Possible guiding questions:

• How does the NSO promote and contribute to the life-long learning of the individual

and the team?

• How can potential gaps in learning and performance be identified and addressed?

• Is the NSO keeping up to date with different platforms, methods and tools?

• Does the NSO provide support, encouragement and stimulate adults to keep

developing themselves?

Visit also:

Adult Training

Adult Motivation

Global Support Assessment Tool

Performance Management

Assessment Dialogue

VOLUNTEERING AND VOLUNTEERS IN SCOUTING

Volunteering is an activity undertaken by a person of their own free will, when they make

a personal choice to commit their time, skills, and energy to actions that benefit others

and society as a whole. Volunteering is about devoting time to a cause, a project, or an

action, which is unpaid, although direct expenses may be reimbursed depending on the

NSOs policy and capacity.

Volunteering is often for a non-profit cause and primarily undertaken within a non-

governmental organisation but can also happen within governmental, private or

commercial settings. Volunteering is not motivated by material or financial gain.

Reasons for Volunteering

People choose to volunteer for a variety of reasons. For some it offers the chance to give

something back to the community, make a difference to the people around them, help the

environment, or feel valued and a part of the team. For others it provides an opportunity

to develop new skills or build on existing experience and knowledge, and gain confidence

and self-esteem. Volunteering is also undertaken by those who find it beneficial to have it

on their CV or resumé, it can be a direct route to employment, or a chance to try something

new which may lead to a career change. For some, volunteering appeals because of its

social benefits like meeting new people and making new friends. It is a chance to socialize

and get to know the local community. Volunteering can have humanitarian causes or a

bigger purpose. Regardless of the motivation, what unites volunteers is that they find

volunteering both challenging and rewarding.

Volunteering may mean different things to different people and cultures. However,

volunteering is recognised worldwide as a force for positive change and a building block

of most societies.

Volunteering in Scouting

The Scout Movement’s ability to empower millions of young people around the world

hinges on having volunteers to make this happen. Scouting is a volunteer-based and

volunteer-led participative youth Movement. For more than 100 years, Scouting has been

supporting the development of young people, empowering them through a set of non-

formal methods of education so that they have the opportunity to play a constructive role

in society as active citizens and help to build a better world.

Scouting is volunteer-led and volunteer-based. Whatever the volunteer role is, the NSO

needs to empower, guide, and support the adults as much as possible, so all volunteers

can create their own path while developing themselves and providing quality support for

young people.

Scouting is founded on values-based principles. Through volunteering in Scouting, young

people and adults can together, experience the values of community, have the opportunity

to exercise their rights and responsibilities appropriately, and realise their full potential as

a contributing member of society.

Volunteers can have short or long-term roles such as working with children and young

people, supporting the implementation of Scout activities, developing educational tools

and materials, implementing community projects, enabling Scouting by doing

administration and finances, communicating Scouting internally and externally,

collaborating in the NSO structures, and advocating for Scouting.

Volunteering through Scouting enables adults to develop core competencies in leadership,

and other life skills that will empower them in their daily lives; foster intercultural and

intergenerational cooperation, dialogue and learning; strengthen the sense of identity and

belonging to a community; and increase the opportunities to experience participation in

decision-making.

Volunteering as a young person is a real personal development opportunity in specific

transferable skills, such as working in teams, problem solving and communication;

attaining technical or practical skills; and increasing confidence and self-esteem. The wider

community also benefits from Scouting’s volunteers, mainly through the socialisation of

young people and adults (building social capital) and supporting them to become active

citizens willing to make a difference.

Supporting Volunteering

Scouting has a strong commitment and a unique approach towards creating a supportive

environment for volunteers. As a global Movement, which is based on the founding

principle of belonging to a worldwide family:

• We believe that volunteers are more effective and gain more, both personally and

professionally, if they are properly trained, skilled and equipped. Additionally,

ongoing and continuous personal development is also seen as critical while

volunteering in Scouting.

• We are committed to enabling volunteers to grow and develop their full potential

through empowering and enriching experiences regardless of their background.

• We are committed to providing volunteers with opportunities to acquire

competencies and skills that have a transformational effect on themselves and on

their communities.

• Volunteers have the right to expect to be well managed while in their role. They

can expect to be effectively led and supported regardless of their role or position

in Scouting.

• Volunteers have the right to feel safe and supported and Scouting’s commitment

to keeping all people- young people and adults Safe From Harm.

Each volunteer needs to have a clearly defined and agreed role, enforced by a mutually

signed ‘agreement’ linked to a position description that is appropriate to the role, and act

in conformity with an appropriate Code of Conduct. The Adults in Scouting World Policy

detailing the life cycle approach for the management of adults in Scouting, sets the

fundamental principles of our approach to volunteering.

Benefits for Volunteers

Volunteering can help volunteers make friends, learn new skills, advance their careers,

and even feel happier and healthier. Volunteering offers vital help to people in need,

worthwhile causes, and the community, but the benefits can be even greater for the

volunteer. It can reduce stress, combat depression, keep people mentally stimulated, and

provide a sense of purpose. While it is true that the more people volunteer, the more

benefits they’ll experience, volunteering doesn’t have to involve a long-term commitment

or take a huge amount of time out of a busy day. Giving in even simple ways can help

those in need and improve health and happiness.

Pitfalls in Volunteering

In general, volunteering should be a positive experience, beneficial for both volunteers

and organisations. Yet, due to some reasons, it can have a negative impact. Depending

on the type of work you're doing, volunteering can be time-consuming. The time you

spend volunteering may influence neglecting the other areas of your life. It can be

frustrating to volunteer if the goals are not clear and work is not planned and managed

well. Having to work with someone or a team you find difficult can be stressful and detract

from your goals as a volunteer. If you're distracted by another person's negative attitude,

you could lose motivation for volunteering. The same can happen if a volunteer doesn't

receive constructive feedback or recognition of contribution. After some time, work can

become mundane and repetitive and no alternatives are offered.

Visit also:

Pitfalls of Volunteer Management

Volunteering Integration Pack - Volunteering

Volunteering in Scouting

The Volunteer Satisfaction Model

OPENING DOORS

The recruitment, leadership, and motivation processes are not aimed only to enable adults to discern their role, responsibility and contribution to the Mission of Scouting aligned with the expectations of the organisation, but

also to consider the specific context in which the adult will operate.

ADULT RECRUITMENT

Getting the right person for the right job, in the right place, and at the right time is not

an easy task. There are several ways to recruit adults for every role in Scouting. To build

a pool of adults and maintain their quality and quantity, an NSO must have a clear view

of its needs, and a clear recruitment procedure. It must undertake deliberate and ongoing

recruitment of adults for every role and function.

The World Adults in Scouting Policy is quite explicit in its message – select and recruit

the right person! Getting the right person for the right job takes time. When we invest

time in selecting and recruiting the right person for a role, and then train, coach, mentor

and support them, they are more likely to stay longer in Scouting.

Recruitment in the NSO/NSA

Recruitment takes place at all levels within the organisation, for all positions or functions,

voluntary or paid, temporary or permanent. It happens when we answer a need that,

generally, can be:

a. filling a current vacancy (including those derived from newly created positions or

due to succession planning for any position or function in the short or medium

term);

b. attracting a certain number of adults within a growth or expansion strategy

(generally new adults); and

c. filling positions in temporary work teams (generally with adults already linked to

the organisation) within the framework of an event or development of a particular

project).

Types of Recruitment Processes

In the past, Scouting focused on a small number of recruitment methods, or simply

appointed someone to a role. Today, however it is more effective to have a variety of

methods to recruit our adults as people respond to volunteering opportunities in varying

ways. The more methods and tools used, the greater the chance of success. Let’s look at

a few methods and tools.

Targeted Recruitment requires a carefully planned approach usually aimed at a small

audience or an individual. Use this method when trying to recruit volunteers with specific

skills or uncommon characteristics. Determine what you need, who can provide it, how

you can reach them, and how you can motivate them. Once you identify your volunteers,

you can take your recruitment message directly to them.

Concentric Circle Recruitment involves making contact with people who are already in

direct or indirect contact with Scouting or expanding your existing Scouting circles. These

might be friends or family of volunteers, former members of Scouting, parents or siblings

of Scouts, or those who have been impacted by the problem you are trying to address.

Concentric Circle Recruitment is effective because of personalized appeals to individuals

who are already closely connected to Scouting. The downside is that, because you’re

working through your existing groups it can lack diversity and may not attract "new blood"

in a way that another recruitment method would.

Ambient Recruitment can be used when your organisation is a part of a community

where the members of that community feel strongly connected to the Mission of Scouting

and want to support Scouting. Ambient recruitment works best when a community feels

a strong connection to Scouting. For example, parents of school-aged children are likely

to volunteer if their child’s school has a Scout Group as they have a vested interest.

Ambient recruitment is a method that may also work when your community are your

volunteers, and you want to recruit for a specific role or project from within that cohort.

Warm Body Recruitment or Mass Recruitment is useful when you need many

volunteers for a short period and the qualifications for the task are minimal, or the skills

can be learned easily. It may include things like assisting at specific Scouting events or

even recruiting additional volunteers. To achieve success, you should broadcast your need

for volunteers as broadly as possible. Methods include distributing brochures, posting

posters, speaking to groups, placing notices in appropriate media, posting on your

website and other websites, and using word of mouth. Even though the focus is on casting

a wide net, you will still need a screening policy in place to make sure you accept

volunteers who are the right fit for your organisation.

Six-step Method of Recruitment was developed by UK Scouting and has been used

with great success over many years. When the Six Steps are followed through in process,

it maximises the opportunity that you get the right person for the right job. The Six Steps

are self-explanatory:

1. Define the job that needs to be done

2. Identify the skills and qualities needed

3. Generate a list of who can do the job

4. Target the best choice

5. Ask someone to help you

6. Offer support and welcome them into Scouting

Relationship Recruitment requires building a relationship with a prospective leader or

adult supporter over time. The exact period can vary according to the direction and

strength of the relationship being developed. It is a useful method when building trust,

assessing the suitability of the person, and selling Scouting is possible. After finding

potential adults, recruiters, managers and other leaders must build a relationship with

each other to increase their interest and trust. Once the recruiter qualifies them, the next

step is to identify the specific job/role criteria for the prospective adult and use that

information to get them involved for Scouting.

Visit also:

Further External Reading

How to Create Job/Role Description

Volunteers in Scouting Toolkit

Volunteers in Scouting Toolkit 2

Recruitment Inspiration Tool

The Growth Toolkit

Six-steps Method of Recruitment

ADULT TRAINING

It equips. It energizes. It excites. It stimulates. It prepares!

To be good in any role we need to be prepared and feel confident. Being good at something

is OK, but in Scouting we aim to be ‘better’, ‘the best’ and ‘great’. A key factor to being at

our best in any role is training and development. While training focuses on the current job,

development focuses on future jobs and responsibilities for adults who have been identified

to take up a new role with greater responsibilities as part of the succession planning

process or reassignment to a higher level or position.

Training in Scouting is an important element of being prepared. Our ability and capacity

to facilitate a quality youth programme as a Unit Leader will be improved by training. This

is also true for someone working with adults as a team lead, or in a management role at

any level.

Why Do We Train?

Essentially for Scouting, our adults, regardless of their role, need to be equipped and

prepared to do their best in their current roles and responsibilities. Training has significant

benefits in assisting adults to be more productive and providing uniformity in practice.

Training is vital for understanding how Scouting works. The systematic development of

knowledge, skills, behaviours, and attitudes assists individual growth and development,

as well as giving the feeling of learning new things for a greater purpose. Think about it

as the development of things you didn’t know but need to know for more effective

performance.

All of our training should use the Scout Method with a focus on learning by doing and

leading by example.

Initial Training

Whether you have been signed-up as a Unit Leader or a leader of other Adults

(Commissioner, or adult support role), what happens after the necessary checks and

appointment procedures (Interview, Mutual Agreement, Appointment)?

A good introduction to what Scouting is, and some of the things you need to know, should

take place initially. A proper and appropriate introduction to what is expected of you is the

right of every adult in Scouting who commits to serve and support young people (or

support adults for that matter). We know this as induction training or onboarding. This

includes awareness and training in Scouting’s fundamentals, relevant competencies,

knowledge, skills and attitudes and some essential policies such as Safe from Harm.

Some specific skills training is also necessary, related to particular roles. If you are the

Unit Leader, for example, this ensures you can go to the Unit meeting equipped to run a

game, teach a few relevant skills like basic knotting and simple pioneering, know

something about the Unit programme, and understand something about the

administration required for the Unit. This specific training makes sure you can undertake

your role with a degree of confidence and level of certainty and capability.

For a leader of Adults (Commissioners or other adult support roles), the process is the

same, but it is aligned to the specific role and appointment, with content and skill set to

match.

Ongoing Training

In any role, while we gain sufficient knowledge, skills, behaviours, and attitudes through

that initial burst of preparation for our role, things change over time. As adults we can

become less enthusiastic and lose motivation. This can affect our role and our performance

to the point that we are no longer doing our best. It is necessary to undertake planned

ongoing and follow-up training experiences that not only provide new skills and knowledge

and new ways of doing things, but also have the additional benefits of re-energizing, re-

enthusing, and re-focussing us. It may even motivate us to consider another role at a

higher level because of the additional ongoing training and the additional confidence

gained through it. Ongoing training is part of life-long learning and that adults benefit from

the progressive self-education that Scouting provides.

Ongoing training does not always entail face-to-face training. There are plenty of additional

support programmes available online, and new ways to gain new skills and knowledge

through e-learning courses, as well as bite-size short courses in a particular area of

interest that can provide support. Selected reading in the area of interest at a time when

suits can assist also. Coaching and mentoring other adults can also provide ongoing

training opportunities and help to sharpen our knowledge, skills, and behaviours as we

train others or facilitate their learning. You are probably required to upskill in your own

area of professional expertise due to new methods and changes occurring in process and

practice. It is really no different in Scouting. You cannot be the best adult in a role unless

you make sure that you are well equipped with the knowledge and skills to do it well. Let’s

be clear, our Founder, Lord Baden-Powell, was the first to agree that even though an adult

may gain the Wood Badge, they still needed ongoing training in their role to be more

effective and efficient. We should aim to be life-long learners, and this assists greatly in

our individual growth and development.

Regardless of adult appointments, the key influence in performing well in a role is the

support we receive. The Adults in Scouting life cycle is very clear about this. Every adult

has the right to feel supported. Adults also need to be supported along the training and

learning path to the Wood Badge, or other training or self-development opportunities. We

work better when we know we have that support at the beginning of our journey, and

along the way to help us succeed. In time, we can support others in their progression, just

as we have been supported.

Everyone comes to Scouting with their own life experiences, and with certain knowledge,

skills, attitudes, and behaviours already formed. Your NSO should recognize and value

individual prior learning in its training scheme.

This is where a Training Needs Analysis (TNA) can be used to good advantage. A TNA

is a Training Needs Analysis (from the work of Malcolm Knowles, Andragogy in Action,

1984). Although almost 40 years old, its theoretical basis has not changed greatly in

practice and has been refined to be more useful to the present day. Donovan and

Townsend, 2015 suggest that Learning Needs Analysis is more appropriate to today’s

learning environment and has replaced the Training Needs Analysis in its traditional form

(Donovan, P & Townsend, J, 2015).

The TNA process helps determine the training needed by individuals (and teams) to

undertake their role effectively. It identifies the knowledge, skills, and behaviours that

adults need to have, and considers how to develop these effectively. To deliver appropriate

and effective training that meets the needs of the individual and the NSO, a TNA should

be conducted to ensure the competencies remain relevant given the changing

circumstances in the internal and external environment of the NSO/NSA.

Scouting already has clear organisational goals and objectives based on its Mission.

Usually, each NSO has clearly defined training policies and procedures that can be used to

identify training gaps when recognizing the prior learning of individual adults. Doing TNA

is important from an organisational and an individual perspective and avoids training for

training’s sake; it allows training to be more cost effective and it assists in targeting areas

of greatest need, especially for the individual adult. TNA also helps identify whether the

non-performance is due to lack of skills and knowledge or due to motivational factors.

To ensure your training scheme is fit for purpose, it is important to measure the impact of

the training. This allows you to adapt your training to suit any changes in your

organisation’s youth programme and identify whether you need to update your training

methods or approach.

Training Design

In its simplest form, designing any training has a number of key principles. Here is one

way of looking at it:

1. Identify the Need for Training (the Learning Needs). These can be

established through TNA. Think about the need to know, self-concept, prior

experience, readiness to learn, learning orientation and the motivation to learn.

2. Define Training Objectives. This ensures that what is required is covered in a

process that is logical, purposeful, meaningful, and focused.

3. Design the Training. Use different methods and techniques that clearly recognize

adult learner needs and characteristics.

4. Develop and Deliver the Training. Pay close attention not only to the learning

needs, varying methods, and techniques, but address other areas such as

appropriate time, place, environment, theory versus practical, styles of

presentation and adapt to change on the go.

5. Evaluate the Training. This is key! What went well and what could have gone

better should be the base evaluators, but the impact, relevance, review, and

updating of the training after a period of time are also critical factors.

Training for adults embraces much more than just doing the training. As you explore the

topics involved, you will see that there are good reasons to undertake a TNA. Through

experience and personal development, you will gain insights into designing training

schemes and courses, and importantly understand why it is necessary to evaluate training,

and to be able to measure its impact.

According to Malcolm Knowles, adults:

• want to know the why of learning something

• are able to direct and monitor their own learning

• bring about their real life work experience into the learning process

• are motivated to learn by both extrinsic and intrinsic factors

Hence, bear this mind when designing training by applying the adult learning principles

which are listed below for easy reference. Adults:

• learn throughout their lifetime.

• learn best when they can immediately test/apply the new information and ideas in

practice.

• enter learning with immediate needs, which are problem centred or task focused.

• make meaning based on their experiences as they reflect on them.

• learn best when the environment is non-threatening, supportive and safe.

• learn best when they have the autonomy to plan and control their learning.

• learn best when they have the opportunity to evaluate the effect of their actions.

• learn best when there is an opportunity for sharing experiences, ideas, etc. with

others.

• learning is enhanced when there is an opportunity to observe and ask questions.

There is a whole training world to explore! Don’t just settle for doing what is necessary in

equipping yourself for a role; challenge yourself to do more. Undertake more complex and

stimulating training and personal development opportunities. This is what makes the

difference between a good adult in Scouting and being the best at what we do. Ultimately,

everything we do is for young people. Being well equipped to do what we do will mean we

are doing our part to create a better world.

Visit also:

Training 101 Overview

Further External Reading

Wood Badge Framework

Training System Review

ADULT LEADERSHIP

For some, an understanding of the concept of leadership comes from reading a reference

document or using a search engine to find a suitable definition. Frequently this is what

someone famous has said about the subject, or a definition that has been put together

through someone’s experience in a situation associated with leadership.

A brief analysis of the accepted definitions of leadership reveals that most tend to focus

on individual traits and characteristics. Prominent personalities have their own views and

have defined leadership in a way that identifies behaviors that demonstrates authority,

control, responsibility, or earning and retaining the trust of others. For example:

“Leadership is a process whereby an individual influences a group of individuals to achieve

a common goal.” (Northouse, 2010, p. 3, Leadership: Theory and Practice)

Leadership is defined in so many ways that it is hard to come up with a single working

definition. An understanding of leadership is not complete without an understanding of

the interactions between a leader and their followers.

Leadership is a continuous process, with the accomplishment of one goal often marking

the beginning of a new goal. Proper recognition by the leader of the work that those

reporting to them are doing is of utmost importance to continually motivate them in the

process. This is particularly important when undertaking roles such as being a facilitator,

supporter and developer of those individuals and teams.

The Collaborative Process of Leadership

Leadership is also a collaborative process to facilitate change towards a shared purpose.

This is one of the special attributes of the Leadership in Scouting Model. This process has

three main aspects:

• Establishing a Vision. Deliberate betterment of society – in line with the purpose

of Scouting – is dependent on a view of what the desired future looks like in

contrast to the present. This does not mean that the vision has to be fully formed

before taking action, nor that it is developed by one individual only (before

engaging others). Rather the implication is that leadership requires setting a

direction, to enable its pursuit through deliberate action.

• Engaging and Empowering Others. Communicating and refining the vision with

others, and creating joint commitment to fulfilling it. Leadership is consequently

defined as involving more than one person, and the people involved could play

several different roles during the process.

• Facilitating Change towards the Purpose. The purpose of Scouting assumes

a realized betterment of society through concrete change. Leadership hence

requires action.

Leadership is a Process

Regardless of what our perception of leadership in Scouting is, it plays a vital role in

ensuring that young people are given opportunities to develop and grow through an

exciting youth programme, supported at all levels by competent adults.

While our leadership responsibilities may differ whether at unit level or in another capacity

or management function, everyone who undertakes a leadership role comes to Scouting

with a set of individual characteristics and traits based on his/her beliefs and value

systems, that together add value in providing leadership that is as diverse as the people

themselves. It is that diversity and individual difference that makes leadership in Scouting

unique.

Styles of Leadership in Scouting

Leadership in Scouting can be distinguished from other leadership thinking through a

unique combination of the following characteristics:

• Values-based Purpose. Scouting is based on the vision of creating a better world

through its inclusive values. These values are both embedded in and expressed

through the Scout Promise and Law, and guide the actions of Scouts in their

undertakings

• Empowerment of Individuals. Scouting empowers young people as

autonomous and responsible individuals, with well-developed personal meaning

and understanding of the self. This also includes executive functions such as

conscientiousness, self-confidence, persistence, resilience, and self-discipline,

among others

• Collaboration with Others. People with leadership roles and the other

participants collaborate towards a shared purpose. All take an active role, and the

leadership roles fluctuate between people depending on the situation

• Process of Learning by Doing. Scouts take action to facilitate change towards

the purpose, but the process is simultaneously an opportunity for learning and

development of others

Characteristics of the Leadership in Scouting

Scouting’s values base, its active demonstration of learning by doing, its collaboration

with others (both young people and adults), and its strong emphasis on the empowerment

of individuals sets it apart as a unique leadership training institute. It encourages all

involved at whatever age or level to grow through a developing leadership focus, and as

adults our leadership example should always be first class and exemplary.

It is easy to access leadership models that can apply to Scouting. As a Movement we

have been doing this for a long time. However, it all depends on the context of the

application, as any model can be made to fit. All the external models can be useful in

exploring leadership and extending our knowledge and understanding of what it is. While

there have been numerous attempts over the years to describe a Scouting leadership

model that we can call our own, it has been difficult to agree on a suitable one.

The Model of Leadership in Scouting

The Leadership in Scouting Model was developed after careful examination of and

research into what Scouting leadership can be. The example is worth exploring.

The model has four dimensions from which we can derive four skills set:

• Visionary Skills (PURPOSE): the capacity to picture things differently, and to

visualize and communicate them to others.

• Management Skills (PROCESS): strong skills in planning, organisation, and

implementation.

• People Skills (OTHERS): can engage others in a meaningful, safe, constructive

way.

• Self-Management Skills (INDIVIDUAL): able to reflect, the capacity to engage

in on-going learning, and be motivated regardless of the situation.

Leadership in Scouting Model

There are significant resources available on-line in the area of leadership, and it should

be the responsibility of every adult in Scouting to know everything they can about this

important area, particularly when it comes to improving their own leadership to be the

best that it can be.

WOSM Services, through the Adults in Scouting Service area, can provide additional

support and provide other opportunities to explore this essential area of Scouting.

For an extra challenge, while looking at this chapter search for as many leadership

models, styles and theories as you can find. See what you can discover about them, but

more importantly what can you learn about yourself that will improve your leadership

skills. Ask yourself this question: How can I be a better leader in Scouting?

Visit also:

Further External Reading

World Scout Youth Programme Policy

WOSM - 21st Century Leadership

ADULT MOTIVATION

The Adults in Scouting model, which incorporates the Life Cycle of an Adult in Scouting

develops several aspects, especially the skills, knowledge and values of Adults in

Scouting. This process is linked to the delivery of high-quality programmes with our youth

members, and the added bonus of individual self-development. Ultimately the objective

of all adults in Scouting, no matter their role, is to contribute to the holistic development

of young people through high-quality youth programme.

What is recognized is that there is a strong link between getting the right person for the

right job, in the right place, and at the right time. Coupled with this is the understanding

that Scouting utilizes both the intellectual and physical abilities of each individual adult

to mutual advantage. Each adult comes with different expectations, experiences,

qualifications, attitudes, needs, capacities, aptitude, intelligence and personal goals.

In Scouting good leadership generally equates to good programmes. If individual

motivation is lacking or being affected in any way, then the results are reflected in poor

performance and ineffectual leadership, management or support.

What is meant by the word motivation? In any business dictionary you will find a similar

explanation: Motivation is the energizer of behavior, what we do and why, and the

characteristic of action.

Adults in Scouting need to be challenged, enthused, supported and rewarded with plenty

of opportunity to reach their full potential. If our adults are motivated, then there is a

good chance they will continue with what they are doing to contribute to the development

of young people in a meaningful way.

Why is Motivation Important?

If we can understand why people contribute to Scouting through volunteering and what

drives them, we will be better able to motivate them. Our adults are all different and what

motivates one does not necessarily motivate another. We must focus on the needs of the

individual. Sometimes this is difficult, but if we know our people then we can utilize the

most appropriate motivation techniques.

Forms of Motivation and Recognition

While some adults respond to simple appreciation like ‘thank you’, others need a bit more

appreciation and often the motivators need to be more specific. A motivated adult is more

likely to:

• perform at a higher standard and continue to aim high.

• undertake and complete tasks or projects doing them well.

• accept the challenge of reaching required goals

• enthuse and motivate others.

• continue their service to Scouting for longer.

Motivation should become an integral part of all we do, especially for adults who are

responsible for others.

As indicated, we should focus on the needs of the individual and consider what motivates

them and why they want to stay involved. The influencers to motivation come in many

forms. For example:

• Ensure adults enjoy what they are doing. If the role has lost its fun element, then

an adult will find it difficult to stay motivated.

• Sell the importance of personal development and growth, through involvement.

• Highlight their contribution to the development of young people and the future.

• Maintain a social network that provides a bond and a sense of belonging.

• Express gratitude and thanks frequently and ensure they feel appreciated.

• Value their experience and what they bring to Scouting and support them to gain

wider experience in their role.

• Appreciate what they know and the skills they contribute and assist them to

improve their knowledge and skills, through encouragement and support.

• Positive behavior has a positive influence, so encourage a positive mindset and be

an example that motivates others.

• Embrace them as a valuable member of the Team.

There are also things that de-motivate, including:

• Poor management style and inconsistent approach by Team Leaders

• Rules and regulations that restrict or simply don’t work in practice.

• Micromanagement – we work with capable people, allow them to do their job with

support.

• Treating every adult the same – sounds good, but not effective as adults need

different motivators.

• Lack of praise or acknowledgement of success and achievement will be reflected

in adult turnover in roles, less commitment, and poor attitudes.

• Not being a motivator or an example.

• Poor communication or none at all – can be both a motivator and a demotivator.

• Treating adults as a resource and not a person of value.

Motivation is often expressed in terms of intrinsic and extrinsic motivation. Intrinsic

motivation is to have a sense of achievement or accomplishment. For example, when a

Scout Leader starts in Scouting and wants to get their Wood Badge as a sense of

accomplishment. Extrinsic motivation would involve the same Scout Leader who seeks

the admiration of their peers for doing a great job.

Here are some ideas to keep adults motivated:

a. Provide Supportive Leadership – this is one of the main considerations for adults

in Scouting.

b. Empower the Individual – every adult should feel that they are valued as an

individual and what they do is important in the big picture.

c. Develop and Maintain a Positive Environment – positive listening, positive talk,

positive sharing.

d. Encourage a Team Focus – together a team achieves much more due to the

individual contribution of each person, and the dynamic created by the coming

together of the individual members.

e. Recognize and Reward – praise and express appreciation personally and

acknowledge more widely to grow personal motivation.

From the beginning of a Life Cycle we must understand and align the objectives of

Scouting with the intrinsic motivation of the adult. Then in a positive and supportive

environment through the use of extrinsic rewards and intrinsically satisfying

opportunities, the adult will maintain his commitment and achieve mastery of his

performance.

Leading adults in Scouting is multi-motivational in nature so we need different types of

motivators frequently. If we are motivated, we can do things in a more positive way and

at the same time help to motivate others. Often a clearly established goal or goals may

just be the motivator to keep us going. If every adult in Scouting is motivated, then

imagine what can be done.

Want to be more challenged? Consider looking at motivation theories. The most well-

known is Maslow’s Hierarchy of Needs, but there are a lot of others. Find the Golem Effect.

What is so interesting about it and does it have an impact on what we do in Scouting?

Consider why these various theories were stated and ask yourself these questions:

• What relevance does motivation theory have for Scouting and how does it apply

to me?

• As a Team Leader how do I keep the adults I work with in Scouting focused,

passionate, and wanting more.

Visit also:

Further External Reading

MAKE

CONNECTIONS

For Adults in Scouting it is very important to have a deeper understanding of where the World AiS Policy connects to other WOSM policies and areas

of Scouting and to connect it with the other WOSM structures and

procedures.

GLOBAL SUPPORT ASSESSMENT TOOL

A WOSM Quality Standard

WOSM is committed to ensuring each of its Member Organizations maintains an

internationally recognised standard of governance. This is achieved by supporting and

strengthening the capacity of all recognized National Scout Organizations (NSOs) with

regard to good governance principles, a quality youth programme and a focused Adults

Management System. To achieve this, the Global Support System and Global Support

Assessment Tool (GSAT) were developed in 2012 and rolled-out across the Movement.

GSAT is a quality standard that assesses the compliance of an NSO with international best

practices in good governance and quality Scouting. It is based on a consolidation of

requirements specific to the Scout Movement, and on Best Management Good Governance

best practices, a quality standard developed in collaboration with Société Générale de

Surveillance (SGS), the world’s leading inspection, verification, testing, and certification

company with a proven track record in non-governmental organisation (NGO) audits.

The GSAT standard serves as a reference of best practices. Its application enables NSOs

to assess their strengths and weaknesses and improve accountability to all stakeholders.

GSAT Objectives:

• Provide a common cross-regional assessment that measures compliance with good

governance principles and quality Scouting across the globe.

• Support NSOs in addressing their capacity issues and setting their priorities.

• Promote synergies between NSOs.

• Make certification possible through a third party, if desired by the NSO.

• Sharpen the support given by WOSM (at world and regional levels) to its NSOs,

based on identified needs and trends.

• Provide input to further support WOSM strategies.

GSAT Criteria for the AiS Area

GSAT focuses on 10 dimensions, listing the necessary processes and procedures for each.

The requirements under AiS are:

• The NSO has an AiS policy. It describes the procedures for all phases and steps in

the adult life cycle, including recruitment, appointment, induction, monitoring,

evaluation and retirement (for all key positions at all levels of the organisation).

This policy is based on the World Adults in Scouting Policy and is regularly reviewed.

• The NSO has an effective National AiS Committee, consisting of members with

relevant experience. The Committee is gender-balanced, includes young people

under 30 years of age, and operates in collaboration with the National Youth

Programme Committee.

• The NSO has role descriptions and uses mutual agreements when appointing to all

adult positions. These are regularly reviewed and communicated to all parties

concerned.

• The NSO has defined and implemented an appraisal system to annually evaluate

all adult positions (both professional staff and volunteers). Results of this process

are recorded and acted upon.

• The NSO has defined and implemented a clear and competitive remuneration-

compensation package policy for professional staff.

• The NSO has defined and implemented a system for recognizing the contribution

of adults. This system is disseminated, and recognition is recorded.

• The NSO has mechanisms in place for efficient succession to adult positions

(professional staff and volunteers). Volunteers have fixed terms of appointment.

• The NSO has a clear training and personal development framework for adults (both

professional staff and volunteers). Each training curriculum has clear objectives,

minimum competencies required, and is regularly reviewed.

• The NSO offers each appointed adult (both professional staff and volunteers) the

opportunity to receive initial and ongoing training according to their actual needs,

competencies, and experience. All training undertaken is recorded.

• The NSO includes the following in its training curriculum: fundamentals of Scouting,

leadership, management and relationships.

• The NSO includes youth involvement in decision making in its training curriculum.

• The NSO provides regular training for trainers, which includes the following general

competencies: fundamentals of Scouting, adult learning, training and facilitating,

training management, and relationships.

• The NSO has processes and procedures in place for all adults to ensure the

implementation of Safe from Harm:

o Appointments of adults are made ensuring all appropriate checks are in

place in compliance with local legislation,

o Safe from Harm is part of the training process and content.

Visit also:

Global Support Assessment Tool

WOSM SERVICES

One of the benefits of being a member of WOSM is the access you have to the numerous

support services WOSM offers. From guidance on reviewing your Youth Programme, to

support in managing membership growth. WOSM has been delivering a wide spectrum of

support services to NSOs since its founding.

With WOSM Services, delivery of targeted support and products are streamlined to sustain

growth across the Movement. In practical terms, this means that all World Scout Bureau

(WSB) support centres, and World and Regional volunteer support structures, are focused

on achieving Vision 2023 by aligning the method, quality and speed of service delivery to

NSOs worldwide.

WOSM Services are defined as the totality of resources at the disposal of NSOs to assist

with organisational and programme development where needed. These resources can be

in the form of:

• documents (policies, guidelines, toolkits, online databases etc.)

• e-learning experiences (e-courses, educational videos, interactive presentations,

webinars, etc.)

• in-person support (consultative services, remotely (via email, Skype call) and

directly, through field visits, meetings, training and other educational events).

13 service areas are identified as part of the support already provided by the WSB in line

with WOSM’s strategic priorities:

• Youth Programme

• Youth Engagement

• Adults in Scouting

• Diversity and Inclusion

• Better World Framework

• Safe from Harm

• Spiritual Development

• Scouting and Humanitarian Action

• Global Support Assessment Tool

• Good Governance

• Communications and Scouting’s Profile

• Partnerships

• Growth

Through the WOSM Services digital platform high-quality, effective support is provided for

the core areas of Scouting. In addition, the platform enables NSOs to request in-person

support (both through online means and on-site visits) and to find information about

relevant events such as workshops and training opportunities. The platform can be

accessed through services.scout.org.

AiS Services offers guidance to NSOs in developing systems and processes that increase

the support and management of adults throughout the Adult Life-Cycle, to improve the

effectiveness, commitment and motivation of their adult leadership.

Visit also:

WOSM Services

WOSM AiS Service

WORLD SCOUT YOUTH PROGRAMME POLICY AND AIS

The Youth Programme is the educational means used to achieve the purpose of Scouting,

which is ‘to contribute to the development of young people in achieving their full physical,

intellectual, emotional, social and spiritual potentials as individuals, as responsible citizens

and as members of their local, national and international communities’. Therefore, the

Youth Programme is the means through which Scouting contributes to the empowerment

of autonomous individuals and the holistic development of active global citizens for the

community.

The Youth Programme in Scouting is the totality of the learning opportunities from which

young people can benefit (What), created to achieve the purpose of Scouting (Why), and

experienced through the Scout Method (How).

The Youth Programme Content

The World Scout Youth Programme Policy is a guide for the ongoing development of the

Youth Programme in NSOs. The Policy sets out the common elements of Scouting

education that NSOs should implement according to their circumstances, sharing the same

concept of Scouting as education for life with Scouts all over the world.

“Scouting is an educational movement for and of young people based upon the

Fundamentals of Scouting: its purpose, principles, and method. The cause of Scouting is

Education for Life, where the Youth Programme is the main medium through which young

people are educated. Hence the Youth Programme is the central element of Scouting, the

vehicle through which the purpose of Scouting is achieved. Without the Youth Programme,

there is no Scouting (World Scout Youth Programme Policy, Purpose of the World Scout

Youth Programme Policy, page 7).”

All functions of an NSO support the implementation of the Youth Programme. For example,

management structures, adult training, communication teams, and financial resources.

This means that all adults in Scouting work together to implement an effective Youth

Programme, no matter their role.

Part of the Policy describes all learning opportunities in Scouting from which young people

can benefit.

“Adults and young people should work together in partnership to create learning

opportunities. It is up to young people to turn these opportunities into meaningful

experiences for themselves (learning is a choice). The adults support the young people in

this process. Hence, the primary role of the adult in Scouting is not to plan or execute

activities, but to facilitate the learning of young people (World Scout Youth Programme

Policy, What, page 12).”

When developing its Youth Programme, an NSO should consider many other areas in

addition to the content of the Programme:

• The Youth Programme should be organised into different age sections based on the

development stages of young people. The content of the programme should be age

appropriate.

• When reviewing the Programme, NSOs should also review adult training schemes

to ensure that the Youth Programme is implemented appropriately.

• NSOs should establish an infrastructure to support the implementation, monitoring,

and further development of the Programme.

• They should also ensure that they have sufficient qualified and active adults, with

the relevant knowledge and skills.

The Youth Programme is implemented through a partnership between young people and

adults, based on the young people’s interests, needs and abilities. An effective Youth

Programme, one which appeals to young people and is perceived to be relevant to the

social reality in which it is offered will also attract adult leaders committed to supporting

its implementation. Those responsible for the Youth Programme and adult training in an

NSO should, together

• analyse the role of adults and the competencies they need to perform their role.

• identify their training and personal development needs.

• design and implement a support framework that meets those needs.

• evaluate the effectiveness of personal development in terms of its impact on the

implementation of the Youth Programme.

The World Scout Youth Programme Policy also describes adult roles and responsibilities:

“The Youth Programme should be everyone’s job within the Scout Movement at all levels.

It is important to differentiate between who is facilitating, supporting, and developing the

Youth Programme. At all levels of Youth Programme, three roles performed by adults can

be identified:

• Facilitator: creates the right circumstances for young people to gain positive

learning experiences through their Scout life. This role is linked more to the

implementation of the programme.

• Developer: evaluates, analyses, and designs the programme according to young

people’s needs, taking into account any new trends that arise. This role is generally

practised by the Youth Programme teams that develop the programme at any level.

• Supporter: assists the development and implementation of the Youth Programme.

It includes a wide span of adults in Scouting who may be volunteers or professionals

working in the field of the Youth Programme or elsewhere e.g. in Adult Support.

(World Scout Youth Programme Policy, Key Principles for the Youth Programme,

page 18).”

Visit also:

World Scout Youth Programme Policy

WOSM Youth Programme Service

WORLD SCOUT YOUTH INVOLVEMENT POLICY AND AIS

Involving young people in decision-making is a key element for implementing the Mission

of Scouting. Through youth involvement, adults support the creation of a safe learning

environment, where young people are enabled to become self-fulfilled as individuals and

play a constructive role in society.

The Basic Principle Scouting is a Movement of young people, supported by adults; it is not

a Movement for young people managed by adults only. Thus, Scouting offers the potential

for a learning community of young people and adults, working together in a partnership

of enthusiasm and experience.

The World Scout Youth Involvement Policy provides direction to ensure and strengthen

youth involvement at all levels of the Scout Movement. It defines adults, young leaders,

and the basic principles of youth involvement as follows:

• “Adults, Leaders of Adults, Leaders are mainly volunteers (only in a few cases

professional leaders) responsible for supporting/facilitating the development or

delivery of the Youth Programme, or supporting other adults, or organisation

structures.”

• “Young Leaders are young people who are developing and delivering the Youth

Programme to younger age-sections or are involved in supporting other adults or

organisational structures. In this case “leader” is related to the role they play on

behalf of the organisation.”

• “Youth Involvement is a capacity-building process, based on enabling young people

to actively share responsibility with adults for making decisions that affect their

lives, and the lives of others in their community.”

• “Scouting is a Movement of young people, supported by adults; it is not a

Movement for young people managed by adults only. Thus, Scouting offers the

potential for a learning community of young people and adults, working together

in a partnership of enthusiasm and experience (World Scout Youth Involvement

Policy, Definitions, page 5, 6).”

Young people have the right to be involved and to have their voices heard in decisions

that affect them; this is one of their fundamental rights. In youth-focused organisations

such as Scouting, involving young people in decision-making ensures better representation

and makes it possible to obtain a young person’s perspective, which is often different from

that of an adult. Additionally, young people often think “outside of the box” and are able

to contribute with new, fresh, creative ideas.

Youth involvement enables young people to form higher aspirations, strengthen their

capacities and even change their attitudes. It can also help them enhance their problem-

solving skills, and their ability to argue critically and engage in constructive dialogue with

adults, and to create a mutually respectful environment. Additionally, it enables them to

take initiative (and responsibility for their actions), while strengthening their confidence

and openness.

Youth involvement allows adults to perceive young people as key partners/allies in their

communities. It also strengthens their commitment and enhances their energy when

witnessing the same devotion in younger generations.

Visit also:

World Scout Youth Involvement Policy

Youth Engagement WOSM Service

WORLD SAFE FROM HARM POLICY AND AIS

A safe environment enables the self-development of children and young people as well as

the development of positive and healthy interpersonal relationships (children and young

people to children and young people; children and young people to adults; adults to

adults).

The World Safe from Harm Policy (SfH) consists in a set of actions designed to make sure

that every person involved in Scouting is responsible and committed to protecting children

and young people inside or outside the Movement, so everyone can feel safe, at any time.

It facilitates the development and implementation of policies and procedures at national

level to create a safe environment for all. It requires that appropriate support mechanisms

are in place to facilitate the promotion and development of National Safe from Harm

policies and strategies, as defined by this policy:

“Accountability for the implementation of this policy falls upon all adults, on National and

local level, who are responsible for leading and governing NSOs, whether their focus is on

developing and implementing Youth Programmes, implementing adult management

systems or performing any other support roles (World SfH Policy, Scope, page 12).”

As applied to adults in Scouting, SfH policy suggest the most appropriate conditions for

adults to play their role, either as volunteers or professional staff:

“The development, facilitation and delivery of the Youth Programme as well as all other

functions and roles in Scouting requires active involvement of competent adults. Adults

who are attracted and motivated to join Scouting will develop the competencies needed

to perform different roles throughout their time in the Scout Movement. Implementing a

safe environment in Scouting also means that all adults are listened to, taken care of, and

supported so that they can carry out their role at their best in all situations. It is the

responsibility of each organisation to create the most appropriate conditions for adults to

be able to play their role, either as volunteers or professional staff (World SfH Policy,

Chapter 2, Adults, page 16).”

Addressing child and youth protection issues is vital for the safety of Scouts. The needs of

young people must be paramount and their interests at the centre of all decision-making.

It is important to ensure that everyone knows how to act to keep the organisation safe.

Therefore, even recognising the different cultural and organisational backgrounds, this

must be one of the key priorities in all NSOs. Finally, it is an important role of adults to

empower young people to contribute to the creation of a safe environment.

Visit also:

World Safe from Harm Policy

National Safe from Harm Policy Guidelines

DIVERSITY AND INCLUSION IN SCOUTING AND AIS

In line with the Vision 2023, Scouting is working towards ensuring the Movement is truly

open and accessible to all, and better reflects the composition of our communities and

different societies nationally. Scouting is proud to have given generations of young people

equal opportunities to grow and develop their full potential through empowering and

enriching experiences regardless of their backgrounds.

Scouting adopts coeducation as an approach which aims to develop both genders equally,

bearing in mind the individuality of each person and the characteristics of the society they

live in. It addresses the educational needs of boys and girls, young men and young women,

and adapts the programme accordingly to the various age sections. A coeducational

approach does not imply that young people of different genders have to take part in all

activities together.

Scouting’s contributions to peace and human rights, to global solidarity and development,

to the environment and its sustainability, and to interreligious and intercultural dialogue,

have always been educational tools to promote understanding, respect, and coexistence

of the vast diversity the Movement represents. Because Scouting is an educational

movement that embraces multiple cultural and religious identities, it also creates dialogue

as well as personal and collective growth through supporting young people in their search

for life’s answers, and the process of discovering purpose, meaning, and inner strength.

WOSM’s position paper on Diversity and Inclusion supports NSOs in implementing national

policies and strategies on diversity and inclusion of all its members. The needs,

expectations, and aspirations of young people in different social contexts are considered:

“Scouting is an inclusive, values-based Movement and its membership is open to all young

people and adults who accept our fundamental values. In today’s context, it is even more

important to ensure that young people and adults are equipped to live in an increasingly

diverse world. Respecting and valuing the diversity of the communities in which Scouting

operates ensures that we maximise the potential of all young people and adults, by

creating greater and better learning opportunities (Diversity and Inclusion, WOSM’s

position paper, Forward, page 6).”

Through the support and management provided to all adults, Scouting reinforces the need

to include all members and celebrate the diversity of its membership; adults and young

people. Diversity and inclusion are present throughout the entire adult life cycle. For

example, NSO recruitment strategies need to take into consideration the diversity of adults

within each community. A special effort needs to be made to develop specific approaches

and tools to attract and recruit members from specific segments of societies (e.g. groups

that are underrepresented in membership) and to respond to the expectations and interest

of all adults. Training and support systems need to be designed to be appropriate for all

adults by considering and valuing the differences of individual members. It is also

fundamental that diversity and inclusion are the core components of national training

curricula.

Visit also:

Diversity and Inclusion in Scouting

WOSM Diversity and Inclusion Service

The Essential Characteristics of Scouting

GROWTH AND AIS

WOSM Global Growth Agenda

Through Vision 2023, the World Organization of the Scout Movement’s (WOSM) 171

National Scout Organizations (NSOs) has set forth an ambitious goal in which we aim to

see Scouting as, “the world’s leading educational youth movement, enabling 100 million

young people to be active citizens creating positive change in their communities and in

the world based on shared values”.

The movement recognise this is an ambitious vision and one that will require effort and

long-term commitment from all of our NSOs to provide better, more engaging Scouting

experiences to more young people. It will also contribute to expanding Scouting in

communities where it has not existed before, allowing us to reach millions of Scouts

worldwide.

WOSM’s 2017-2020 Triennial Plan has set ‘Growing Together’ as its key focus because we

want to support you, our NSOs, in achieving that ambition. Part of this commitment is to

increase WOSM efforts in supporting NSOs to develop growth strategies and action plans

towards achieving quality growth. Early on in the triennium, we developed a roadmap on

how to most strategically approach our Growth ambitions.

WOSM Global Growth Agenda

It provides a framework for our strategies, plans and actions both short and long-term to

significantly advance growth across the Movement. The WOSM Global Growth Agenda

outlines six key elements of WOSM’s approach to Growth:

1. Better measurement of membership

2. Understanding Scouting’s outreach and impact

3. Supporting NSOs national growth commitments by

4. Targeted approach to support NSOs with high growth potential

5. Welcoming new members to WOSM

6. Innovative approaches to Growth

There is no one-size-fits-all approach to growth. What works successfully in one country

or context might not work in another. However, even if there is no single recipe for how

to make growth happen, one is sure: We need our adult volunteers in order to retain our

members and provide an environment for new ones. Accordingly, Adults in Scouting is one

of the key ingredients for growth and we need to work together in a holistic approach

where our adults are the centre of our strategies and plans.

Visit also:

WOSM Growth Service

Growth Toolkit

WORLD SCOUT CONFERENCES AND AIS

The resolutions adopted by the World Scout Conferences are important references for

future decision-making of an NSO. Here we highlight the most important ones regarding

the position of AiS in order from the recent one.

CURITIBA, BRAZIL, 2011

2011-11 World Adults in Scouting Policy

The Conference:

• Reaffirming previous World Scout Conference Resolutions 1993-04, 2005-10,

2008-12 and 2008-13 focusing on Adults in Scouting.

• Considering the necessity to integrate major recent policies and other key

approaches adopted by WOSM such as Gender policy, Child protection, and

Reaching out, etc.

• Emphasising the key role played by adults to support the growth of the Scout

Movement

• Welcoming the celebration in 2011 by the United Nations of the 10th Anniversary

of the International Year of Volunteers.

• Welcomes the work done by the World Scout Committee and World Scout Bureau

to update the World Adult Resources Policy.

• Recognises that the Adults in Scouting framework adopted in 1990 can be used to

manage both volunteers and professionals in Scouting.

• Adopts the World Adults in Scouting Policy as representing WOSM's policy on the

acquisition, retention, training, personal development and management of adults

within the Scout Movement.

• Resolves that the policies and procedures on adult recruitment, appointment,

support, training and retention as established by previous resolutions are now

modified by the adoption of the provisions of the World Adults in Scouting Policy.

• Invites National Scout Organizations to implement the provisions of the World

Adults in Scouting Policy.

• Requests the World Scout Committee to develop and distribute guidelines which

support the implementation of the World Adults in Scouting Policy including the

Wood Badge scheme and the application of the Policy.

JEJU-DO, SOUTH KOREA, 2008

2008-12 Volunteers in Scouting

The Conference:

• Appreciating that a vibrant and managed approach to Volunteers in Scouting is

essential to achieve the Mission of Scouting and to enable membership

development and growth.

• Recognising that many National Scout Organizations need practical tools and

active support in this area and welcoming the recent production of the Volunteers

in Scouting Toolkit.

• Conscious that the principles of the Adults in Scouting strategy were defined at

the World Scout Conference in Paris in 1990 and the World Adult Resources Policy

was adopted at the World Scout Conference in Bangkok in July 1993.

• Noting that the United Nations are planning to celebrate a decade of volunteering

in 2011, ten years after the International Year of the Volunteer in 2001.

• Requests the World Scout Committee to prioritise within Strategic Priority No. 5

of the Strategy for Scouting.

• Maintaining continued resourcing for this strategic priority.

• Providing support for the sharing of good practice and practical tools to support

National Scout Organizations in this area.

• Providing, when requested, appropriate targeted support, to help National Scout

Organizations attract and retain sufficient adult volunteers to deliver the Mission

of Scouting.

• Reviewing the impact, effectiveness and continuing relevance of the Adult

Resources Policy, and developing a comprehensive plan for future work

concerning adult volunteers.

• Making a strong effort to maximise the positive impact of a Decade of

Volunteering in 2011 on the Scout Movement at world, regional and national

levels.

2008-13 Adult Resources

The conference:

• Noting the results achieved in the matter of adult resources since the adoption of

the World Adult Resources Policy in 1993.

• Underlining the importance of training in the management of Adult Resources and

in the accomplishment of our mission.

• Highlighting the issues of the recognition of our training systems by external

bodies and actors outside Scouting.

Recommends to the World Scout Committee and the World Scout Bureau to:

• Engage in a process of evaluation of training systems in place in the Movement.

• Using the symbolism of the Wood Badge, draw up a framework for the official

recognition of national training systems, which will remain optional for National

Scout Organizations in accordance with the World Adult Resources Policy.

• Submit the results of this work to the next World Scout Conference.

BANGKOK, THAILAND, 1993

1993-04 Adults in Scouting

The Conference:

• Having recognized the need for an overall policy for adults at all levels and in all

functions in Scouting.

• Having adopted the principles of Adults in Scouting as applying to all adult

resources in the Scout Movement.

• Welcomes the work done by the World Scout Committee on the development of a

policy in implementation of Resolution 1990-05.

• Adopts the World Adult Resources Policy statement as representing WOSM’s

policy on the acquisition, training and personal development, and management of

adult resources within the Scout Movement.

• Resolves that the policies and procedures on Adult Leader Training as established

by previous resolutions are now modified by the adoption of the provisions of the

World Adult Resources Policy.

• Requests the World Committee to take the necessary steps to ensure the full

implementation of the provisions of the World Adult Resources Policy.

• Invites National Scout Organizations to implement the provisions of the World

Adult Resources Policy.

PARIS, FRANCE, 1990

1990-05 Adults in Scouting

The Conference

• Recognising the need for an overall policy for adults supporting young people in

the Scout Movement, and as an integral part of the Strategy for Scouting.

• Adopts the principles of Adults in Scouting stated in Conference Document Nº 7

relating to the management of adult human resources.

• Requests National Scout Organizations to consider how the principles of Adults in

Scouting could be reflected in policies and procedures at their own level.

• Invites the Regional Conferences to include the subject of Adults in Scouting on

their agendas and to report regularly thereon to the World Committee.

• Requests the World Committee to take the necessary steps to enable the practical

implementation of these principles at all levels and report back on progress at the

next Conference.

• Invites National Scout Organizations to contribute to the task of the World

Committee by volunteering to field-test specific elements of the principles of

Adults in Scouting.

Visit also:

Resolutions of World Scout Conferences

WOSM Governance

NON-FORMAL EDUCATION: THE RIO DECLARATION

The World Non-Formal Education Forum is an international platform co-convened by World

Scouting, UNICEF, UNFPA and the OSGEY, involving more than 70 leading international

organisations, youth organisations and UN entities working on non-formal education and

youth development. Over the course of three days in Rio de Janeiro, Brazil, in 2019 the

Forum addressed the joint challenges facing the sector and built more support and

recognition around the role of non-formal education in the global education agenda.

The final document, the Rio Declaration on Non-Formal Education is an ambitious action

agenda capturing the ideas and inputs of stakeholders at the event to lay the foundation

and define a direction for the future of non-formal education.

Together as a collective voice, the Rio Declaration calls for the recognition of the right to

non-formal education, innovative technological approaches to learning methods, greater

investment, stronger partnerships, and enhanced coordination between non-formal

educational stakeholders and partners.

The Rio Declaration was developed through an active and participatory process involving

digital polls, focus groups, and innovation labs during the three-day event.

The outcome of discussions over the course of the Forum helped assess the state of non-

formal education and forged a consensus among stakeholders for actions needed to

advance it as a powerful vehicle for the development of young people, and their role as

active global citizens.

The Forum brought together more than 400 participants from over 70 international

organisations, youth organisations and UN entities from across the non-formal education

sector.

Visit also:

Rio Declaration on Non-formal Education

World Non-formal Educational Forum

GOING FORWARD

Performance and satisfaction of the volunteers in Scouting are the key success factor for Adults in Scouting management. Basic understanding of

performance management and suggestions on how to conduct

assessment dialogue is vital to maintain a good relationships with our adults. A range of in-service support mechanisms and good decisions for

the future contribute to retention and growth.

PERFORMANCE MANAGEMENT

Performance management has always been part of Adults in Scouting. Recently it has

become more widely used and is now recognized as a necessity in managing,

encouraging, and supporting adults in the Movement.

It provides adults with a regular opportunity to review and reflect on how well they are

performing their role, to mutually agree with the support they may need to do better in

the future, and to do so in an informal relaxed way. Essentially, performance

management is a continuous, comprehensive, and natural process of the management of

adults that clarifies mutual expectations and the support they require.

Too often any form of performance management is seen as an onerous, frightening

experience, something to dread and avoid. In Scouting our performance management

processes are friendly, supportive, non-threatening and relaxed, in essence, a chat or

discussion over a cup of coffee.

For the effective management of Adults in Scouting, a review of what has been done is

necessary for a better understanding of what has been learned and achieved. It is critical

to know and understand what adults are doing and how and why they are doing it, to

help them develop greater self-sufficiency in their role or function. Ultimately, they

become responsible for their own development and performance.

Performance Management begins with a three-phase process:

1. Action Planning - the adult’s contribution is planned and considered

2. Developing and Training – the adult develops the competencies and proficiency

they need for their role or function, with training and support

3. Performing their Role - the adult undertakes and performs the tasks of their new

role or function

This also emphasizes the support role required of those directly managing other adults

and their teams, who need to facilitate the process as advisers and mentors rather than

implementing formal appraisals. Performance Management focuses on planning for the

future and supporting the individual.

Improving the performance of adults and teams is critical and essential for successful

Scouting. It is a way of getting better results by understanding and managing

performance within a framework of mutually agreed goals, standards, and competency

and proficiency requirements.

Performance Management also has the added benefit of increasing the NSO’s

understanding of what needs to be achieved by adults, and clarifies expectations in terms

of roles and responsibilities, accountabilities, skills, and expected performance. This also

helps increase adult motivation and enables the individual to take responsibility for

developing their own competencies and contributing to the Movement.

Sometimes the outcomes are not what was expected and often we tend to infer they

directly correspond to an adult’s performance. Therefore, it is important to differentiate

performance from outcomes. The outcomes are the result of an individual's performance,

but they are also under the effect of other influences. Given this there are more factors

that determine the outcomes than the behavior and performance of an adult in their role.

Visit also:

Conducting Appraisal Interview

Further External Reading

ASSESSMENT DIALOGUE

Assessment dialogue or “Appraisal” is a regular part of the management of all Adults in

Scouting. The appraisal provides an opportunity to assess the extent to which adults are

meeting the expectations of their role or function, to determine the current level of their

motivation, and to discover whether changes to their role are required.

Based on a number of predetermined goals or objectives known to the adult, the appraisal

is a positive, participatory, transparent, and supportive process where the adult is able

to learn from the experience and develop the required competencies identified as a result.

The process seeks to identify what the adult requires to develop and how, including

competencies relative to their role, responsibility, or function and their individual

development. This is then utilized to review their performance planning by providing the

appropriate coaching, mentoring, training and support.

In some NSOs the appraisal is facilitated using an Adult Development Plan, or similar tool.

This can be utilized at any stage in the adults’ time in Scouting, such as a three-year

review, a change of appointment or role, a realignment of defined tasks, or a change in

circumstance.

Another NSO might use a 360 degree appraisal for some of their roles or functions. The

feedback will come from every direction, but the emphasis continues to be for the

development of the adult.

This should include:

• The performance gap is objectively described.

• A description of how the unit or work group is adversely affected by a performance

gap.

• A verifying dialog with the adult to understand the reasons why performance is

not at the desired level.

• Based on this dialogue, continue with the development of a performance

improvement plan with the adult.

• Describe the expected performance. The description of the expected performance

(target) can be qualitative or quantitative, if it is quantitative, what measurement

is applicable?

• Within what time frame should the desired performance be achieved?

• Identify what steps or actions can be taken to reach the desired performance

goals.

• Schedule date and time to discuss progress (successes and challenges) so

performance can be monitored and improved.

• Identify and select additional resources that the group or level can provide to help

the adult improve performance.

• Be flexible and negotiate changes that are appropriate.

Visit also:

Conducting Appraisal Interview

Further External Reading

RECOGNITION

While there has always been some emphasis placed on appreciating the work that Adults

in Scouting do, too often appropriate recognition, even a simple ‘thank you’ is

overlooked. There is an enormous advantage in taking the time and effort to recognize

the achievements and success of others. The most obvious one is to increase the

individual’s motivation to keep doing what they do well and do it better because they feel

appreciated.

Creating opportunities for more adults to be recognized and acknowledged for their

contribution to Scouting in voluntary or professional roles, functions or responsibilities is

important and significant and should not be undervalued. Our organisation must find

opportunities in the various environments to manage proactively the recognition of

members.

Recognition is a normal and permanent process and as such it leads to meaningful actions

among adults, promoting a feeling of pride and mutual loyalty shared by members in the

NSO, and also highlighting in society our values and generating an impact.

We must understand that each one of us as a committed adult is called to be a role model,

collaborating to reinforce our organisational culture based on our values therefore leading

to the practice of timely recognition at all levels.

By recognition, we refer to the practice of both informal (intangible) and formal (tangible)

recognition. It is managed in a flexible and timely way and adapted to individual

needs. Appropriate informal and formal recognition needs to be part of the NSO’s

organisational procedures.

Informal recognition does not require special rules, regulations, standards, or

procedures. This type of recognition should be used on every occasion we get together to

recognize the contributions of individuals, teams, and groups. Communicating our genuine

appreciation for a task or function well done on a regular basis to our volunteers, support

staff, and professionals needs to be a priority.

Recognition of adults regardless of their level of responsibility needs to be meaningful,

motivating, and impartial. It should serve as a message to the community about our

values, commitment, and appreciation of the people who make the organisation what it

is.

The Life Cycle of an Adult in Scouting clearly indicates the recognition of all adults who

have been successful in their agreed responsibility, role, or function. This recognition can

be informal but in time it will be necessary to acknowledge the contribution and

commitment of adults in a formal way, that is both substantial and appropriate.

Formal recognition in an NSO is provided through an appropriately designed Adult

Recognition Awards system that suits the NSO. The criteria for recognition need to be

written with clear intent, made widely available and reviewed periodically to ensure that

it remains relevant, appropriate, and useful.

The system should also provide a mechanism to recognize and reward service, gallantry

or meritorious conduct by an adult.

Recognition of Service Awards is based on demonstrated performance and competency.

These are becoming more important in helping to increase adult involvement, which in

turn can lead to better adult retention.

A process to recommend adults for civil/community awards in the NSO can add value, and

can be instrumental in maintaining motivation for some adults. Check if your NSO

provides that opportunity for additional recognition.

Consider these questions:

• In what ways do you believe informal (and formal) recognition improves motivation

for you and for other adults in your NSO?

• Why do you think it may be demotivating not to receive any form of recognition if

performance over a period has been good?

• What are the policies and the ways that your NSO/NSA has developed to value

their members?

• If you were designing a formal recognition programme or system based on good

performance, what would it look like?

Visit also:

Volunteers in Scouting Toolkit 2: Factsheet 6

Competencies Recognition – STARR Method

DECISIONS FOR THE FUTURE

Needs and expectations change over time, from both the perspective of the individual

and the organisation. One of the prerequisites for a healthy life cycle is change. For the

individual this can bring a new challenge; for the organisation, it is an opportunity to

welcome new people with new ideas.

At different stages of life, people can experience a lack of momentum. Creating space to

achieve new goals or find a new direction at that moment can make the difference, and

keep the volunteer engaged and committed to Scouting. Many aspects of life can

contribute to this. Through a supported relationship like coaching or mentoring it is

possible to recognize the early signs and symptoms and facilitate a process of reflection

to help the volunteer make the right decisions for their future in Scouting. Early

intervention is key.

As an individual, you should know what motivates you to function well in your role. What

excites you about it? What competencies can you put into practice? What opportunities

are there for you to grow? What connects you to the purpose of the role? What impact

can you have? And finally, do you still have the time, drive, and capacity needed to do a

good job in the role you are in?

As an organisation, you should have a clear understanding of the performance of

individual volunteers and teams. Recognize when new competencies are needed to

achieve the ideal results and identify the training to support this. Be aware when someone

is ready for a new challenge and propose some rewarding opportunities for a new

role. Notice when it is time to thank a volunteer for the work they have done and help

them to retire from Scouting.

At least once a year, it is necessary for each Adult in Scouting to reflect, within a formal

supported process, on ‘decisions for the future’. This can result in the renewal of their

existing engagement, a change to another role, or the end of their active contribution in

a certain role, or to the organisation as a whole.

When renewing a commitment, it is good to reflect on what has been accomplished, the

lessons learned, and the opportunities for improvement identified. It is an opportunity to

celebrate success. This also applies when changing to a new role and can provide some

direction for the role being undertaken. The same steps apply, i.e., assess the skills

needed, update them, undergo an induction or training, and get some in-service support.

When the commitment to Scouting is coming to an end, take the time to have a positive

final reflection. There may well be opportunities for a renewed collaboration in the future,

but even if this is not so we would like our adult volunteers to have profound and happy

memories of their contribution to the Movement. It is appropriate to thank our volunteers

and ensure they feel their contribution to the Movement is valued.

When it comes to supporting adults, consider that they may take on different roles at the

same time. It is not unusual for a volunteer who is experienced in one role, to undertake

a new role or function where they have little or no experience. It can be a challenge to

track concurrent responsibilities and evaluate whether the time needed for these

commitments is acceptable and healthy. The passion and enthusiasm of the adult are a

well-known pitfall in these circumstances, if they are given a task or assign a role that go

against their interests and expectations.

Teams are constantly going through change. Adults leave a position in a team after an

agreed term, or even earlier, and new adults join. The process of building a team is a

challenging task, well described by Bruce Tuckman’s stages of forming, storming,

norming, performing, and adjourning (Bruce W Tuckman and Mary Ann C Jensen. Group

& Organization Studies, December 1977, 2(4),419-427). In most cases, this is not a

simple serial process, considering all the likely personalities or traits of the adults.

Reflection on the performance of a team and its role and tasks should also be part of the

annual discussion. What made the team perform well? What is still missing? How can the

necessary qualification or action be integrated so the team can reach its established

targets? Is there still a need for the team to exist? Has it completed its task? Is the

purpose no longer valid? It takes courage to disband a well-established team when the

strategy of operation changes, or to reassign a strong team that has performed well and

set them a new target or responsibility. But it is worth considering as links with

‘governance and organisational development’ can be made, stressing the human side

against the technical or organisational perspective. A change in strategy can shift the

focus. You may already have the adults you need; perhaps they just need to be

reassigned. In general, team reflections are enriched by regular feedback from all team

members.

Visit also:

Adult in Scouting Life Cycle

AiS Life Cycle - Decision for the Future

SUCCESSION PLANNING

Succession Planning is integral to the health of the Adult Life Cycle. To maintain the

operational continuity of our roles and responsibilities, the NSO as a whole and every

individual in it should have a clear view of succession, even when it is a few years down

the road. All teams should operate succession planning, a process whereby someone is

identified, early in the process to develop, so they can replace another adult in a given

position when the time, circumstances and situation are right. More than one successor

can be identified, coached or mentored. The earlier this begins the more possibilities there

are for a smooth succession.

It takes time for some people to remove themselves mentally from a role or function. This

is a common reaction and should be considered part of the planning process and the

support role.

• How does your organisation support adults in their transition to a new role or

function?

• Do you consider that everyone is different and may need different support?

• How do you transfer the intangible expertise of the team?

• Is a transition period an option to introduce a successor in a step-by-step approach

to their new responsibilities?

• How are adults supported when switching from a decision-making role to a

supporting role?

• How do you capitalize on intergenerational cooperation, i.e., how can all age groups

learn from each other, making it a win-win situation?

• What support do you provide to help adults when they need to let go of a role?

Take the time to hold the follow-up conversations required to overcome disillusionment or

anger. As always, be flexible in your approach to ensure the best result for all.

If you are lucky enough to have an overflow of talent, i.e., more available adults than you

need at that time, you need a system or process in place to ensure they remain interested

once you have established that they are a good fit for your organisation and are willing to

give their time to the Movement. You need to take care that they continue to feel

connected by communicating in a transparent way without making any false promises.

To empower young people to participate in the succession planning, mentoring and

coaching for them should be put in place.

Visit also:

Mentoring and Peer Support

Coaching

Adult Recruitment

COACHING

Coaching is simply about helping someone else to learn, and by extension, to grow and

develop through that learning. It is often described as short-term and task focussed. It

differs from mentoring in that there is not much room for the development of relationships,

other than those established during the short coaching experience.

In Scouting, coaching takes a different approach to the traditional instruction based idea.

For us, coaching could be viewed as concentrated support for the adult being coached, to

help them recognize their own needs and discover their own solutions through careful, but

deliberate coaching so that they can consider new ways, new thinking, and remove any

barriers (often perceptual and psychological), to reach greater heights in learning not

previously experienced. Coaching is helping adults to reach their full potential.

The role of a coach is to facilitate the learning, utilizing their particular skills to assist an

adult to improve individual performance, gain new knowledge and skills, and learn.

In coaching, the responsibility for learning lies with the individual, and not with the coach.

As already noted, this is a bit different from what most know coaching to be. However,

this form of learning is much more empowering for the individual, creates greater

ownership, and has longer-lasting performance results. It is not rocket science, but it does

work.

Responsibilities of Coaches

• First, we must realize that when we accept positions of leadership, people will be

looking up to us. We have a responsibility to listen to them, to pay attention to

them, and to attempt to understand what it is they want and need.

• We also have a responsibility to convey our values through our actions. We must

be willing to live by the standards that we are expecting others to uphold.

What Coaches Do

• Provide task direction and vision.

• Provide skill instruction.

• Build team and individual capabilities.

• Provide resources.

• Facilitate external relationships for individuals and teams.

• Transfer responsibility for success to the team.

• Support the growth and progress of adults.

GROW Coaching Model

Look anywhere for coaching models and you will find GROW. Originally developed in the

1980s by coaches Alexander, Fine and Whitmore, it was at that time, and still is today,

one of the most accepted and understood of all coaching models. Four stages utilize each

letter of the word GROW, often depicted as a cyclic model in quadrants: goal, reality,

options, and will.

GOAL – the starting point where the goals and outcomes are agreed using good

questioning by the coach.

REALITY – the learner or coachee describes their current situation, assisted by the coach’s

questions which help self-assessment and personal evaluation.

OPTIONS – the learner or coachee explores how they can get to their goals, looking at

all possible ways or options. When they run out of ideas the coach offers suggestions and

utilizes tools like concept or mind maps to ensure all options are considered.

WILL – the learner is asked to commit to an agreed option or action with the support of

the coach.

There are multiple models to consider and all are useful. Discover what the OSCAR

Coaching Model (2002) and the OSKAR Coaching Model are all about. They are worth

exploring, and together with GROW, can provide a useful toolbox for coaching

development and understanding. Research what others think are the Top 10 Effective

Coaching Skills, and the 10 Top Tips for Being a Really Great Coach.

Visit also:

GROW in Scouting

Decisions for the Future

Assessment Dialogue

MENTORING AND PEER SUPPORT

Mentoring is the act of providing guidance, advice, and peer support to assist individual

growth. This is not to be confused with ‘coaching’, which by definition is a process that

aims to improve performance in helping another person learn in ways that encourage

new knowledge and understanding. By definition, mentoring is a process through which

an individual offers skilled expertise as well as support to a less experienced colleague.

The mentor acts as a teacher, counsellor, and advocate to an associate. In Scouting, this

concept can apply across all the Youth sections as well as to all levels of Adults in

Scouting.

Good mentors work on two distinct levels:

• Supporting the adult in understanding and undertaking specific jobs/roles and

responsibilities as part of their role.

• Assisting in guiding the adult towards new or different directions and other

opportunities.

They are also a role model, providing instruction on behaving like a skilled adult in

Scouting (e.g. unit leader, commissioner, etc) and working with positive peer support.

The modelling should reflect ways that allow the mentee to shape their own behaviours

and not necessarily a direct copy of those of the mentor.

The mentor fulfils a number of roles. In summary, the mentor advises, advocates,

acquires appropriate resources, acts as a role model, coaches, protects, and supports.

Support is perhaps the most important of these responsibilities, particularly if the mentee

demonstrates behaviors that are contrary to the NSO’s ethos. Support here also relates

to listening, explaining, and acknowledging successes and disappointments.

Mentors experience many learning benefits from cooperative engagement with the

mentee. New things and new experiences for the mentee may also mean new things and

new experiences for the mentor.

Additionally, mentors gain valuable insights into the operations of the NSO that may not

have been noticed before. Interpersonal communication skills are enhanced and further

developed through the mentoring experience, and many experience high levels of

increased personal satisfaction, a greater sense of purpose, and being re-energized due

to their mentor role.

Everyone, regardless of who we are, can benefit from mentoring at some time, and often

don’t realise it. Think about these two questions:

• Have you ever needed assistance for a particular job/role or responsibility and

weren’t quite sure what to do about it?

• Have you ever considered taking a particular action and weren’t confident that this

action was appropriate?

It is not about simply asking someone for the answers to your questions; it is about

another individual providing Scouting or other work roles expertise and support to guide

you to the answers you need, by way of a mentor-mentee relationship.

The following list is by no means exhaustive, but it does offer an insight into what

mentoring entails:

1. Clarity – being clear in understanding your role as mentor, and the role of the

mentee.

2. Agreement – goals need to be mutually set and put in writing. Be realistic. You

are the mentor; the mentee will do the ‘heavy lifting’. Both you should review this

Agreement periodically.

3. Relationships – you are a colleague first and an expert second. Be open, warm,

not intimidating. Listen, listen, listen, and listen again, the mentee’s questions and

concerns need an appropriate, considered, and thoughtful response.

4. Time limits – these should be applied particularly to goals set, they should not be

open-ended.

5. High engagement and performance – expect this. Most beneficial mentoring is

based on mutual learning, active engagement, and striving to attain a goal.

6. Dependency – at the beginning there will be a greater dependency, but it will

move towards ‘independence’ as you mentor, support, and encourage your

mentee, and express your belief in their ability as it develops.

7. Recognition – encouragement, and appreciation go a long way. Praise work well

done, and help to find alternative paths for things not working as well.

8. Open-minded – cultural differences, gender, and different ideas and opinions

provide challenges. Maintain communication and discuss things openly.

9. Example – as a mentor, you will be seen as a role model for everything, by many

others, not just the mentee. Behavior and deportment must be exemplary.

10. Teach – by example and encouragement show your colleague how to become a

mentor.

Visit also:

Performance Management

HAMMER & NAILS

Handy and efficient tools are the asset of every good toolbox. Hammer & Nails offers various tools for supporting the implementation of the AiS Life Cycle. It also offers some useful tips for different occasions when working

with adults in Scouting.

ADULTS IN SCOUTING SELF-ASSESSMENT TOOL

Why is it Needed

Adults in Scouting (AiS) is one of the key dimensions of best practices that deal with how

your National Scouting Organization (NSO) manages its human resources, both

professional and voluntary, as it relates to the selection, recruitment, hiring and

appointment, performance management, reward, security, relationships, and decisions for

the future.

No matter how well-designed your NSO’s policies, procedures, and programmes are, they

cannot be implemented without the right people. And these people need to be adequately

supported to do their job. Equally, your NSO cannot expect to grow if it does not have the

right adults to support its Youth Programme. It is important therefore that your NSO

assesses its AiS to make sure that it has the human resources it needs to deliver and grow

its programme.

What is it

The AIS Self-Assessment Tool will help your NSO to do a self-check on just how well things

are going with its policies, practices, and procedures. It will also highlight areas where

things might not be going so well. This tool is not intended to be a scoring exercise, but

rather to be used as a capacity strengthening resource by your NSO to identify strategies

for improvement

The tool allows your NSO to take a critical look at its successes alongside areas for

attention or improvement. It can assist in preparing for future planning and growth. As a

bonus, it can be used to prepare for a full Global Support Assessment Tool (GSAT) audit

(see link below).

The Scout motto is ‘Be prepared’. The AIS Self-Assessment Tool is a great way to be

practically prepared for the future. It highlights the importance of an NSO having adults

who are adequately trained, resourced, and supported to effectively deliver the Youth

Programme.

How is it Used

Download the AiS Self-assessment tool from https://www.scout.org/AIS-Self-Assesment.

Go through each of the self-assessment criteria and identify your NSO’s capacity by giving

a response of either RED (no evidence at all exists that your NSO has done anything

around this criterion), YELLOW (evidence exists that your NSO has done some things

around this criterion), LIGHT GREEN (evidence exists that your NSO has most things

around this criterion and it is up-to-date and implemented), DARK GREEN (evidence exists

that your NSO has everything around this criterion and it is up-to-date, implemented,

regularly evaluated, and refreshed), or GREY (not applicable due to the local circumstances

or in relation to another non-compliant criterion).

Visit also:

AiS Self-assessment Tool

Adults in Scouting Life Cycle

Global Support Assessment Tool

HOW TO CREATE JOB/ROLE DESCRIPTION

Why is it needed

Your National Scout Organization (NSO) needs to have adequate adult leadership and adult

support to develop, grow, and function effectively. You need the right people in the right

job at the right time and in the right place. Your NSO needs to have a clear view of its

needs and a clear recruitment and appointment process for its adults.

Job/role descriptions are often the only documents that totally define what a role is, what

skills are required to perform it, and where the role fits in your NSO. Properly written

descriptions make it easier to identify individuals that are a good fit for the job/role and

to hold individuals accountable if they are not performing essential duties that are

required.

What is it

A basic job/role description is an internal document that clearly states the essential job or

task requirements in terms of duties, responsibilities, and skills needed to perform a

specific job/role. A more detailed job/role description covers how success is measured in

the job/role. It can be used to evaluate individual performance. For Scouting, detailed

job/role descriptions are preferred. Your NSO should have a set of clear job/role

descriptions or duty statements that specifically state what is required in a particular role

at a particular time and in a particular place. Job/role descriptions are fluid documents

that grow and develop as Scouting does.

Note: Job/role descriptions follow on from a NSO needs analysis in which your NSO has

identified the people to effectively deliver its Youth Programme.

How is it Used

No two job/role descriptions are the same. They are developed and written for specific

responsibilities and due to specific circumstances or situations, they must be updated over

time. Review job/role descriptions periodically, especially when your NSO is changing

strategic direction.

Use the following steps in creating or reviewing the description:

1. Use a template to ensure you are consistent in what you require, especially across

those criteria that overlap many jobs/roles.

2. Ensure that the Job/Role Title is clear in intent and meaning. For example, if it

reads ‘National Commissioner, Youth Programme’, then that’s what the rest of the

job/role description should be about.

3. Begin the document with a descriptive summary of the job/role.

4. Detail the essential job/role duties and job/role responsibilities. Be specific and

clear. Do not make statements that could be challenged because of confusing

language. State only the things that are necessary for this one job/role. List them

in order of importance. Use complete sentences. Start with verbs. Use present

tense and gender-neutral language. Bullet points are useful.

5. Detail the essential requirements and qualifications necessary for the job/role.

Education, experience, specific skills, and personal characteristics are the norm,

but you may have other essential requirements related to the specific job or role.

6. Define success in the job/role which, for example, could be related to the strategic

direction your NSO is taking.

7. State who the job/role reports to.

8. List any other jobs/roles that report into the role.

9. Indicate if there is a period of probation (if applicable).

10. State clearly that the job/role incumbent will undergo a performance evaluation

after a specific period.

Example

Job/Role: National Commissioner Adult Training and Development (NCATD)

Role Summary: To lead the National Training Team; to plan, develop, implement and

maintain a scheme of Adult Training and Development for both volunteers in Scouting and

professional staff in accordance with the policies of the World Bureau (World Adults in

Scouting Policy), the Region, and NSO.

Reports and Responsible to: NSO Chief Commissioner

Role Status: Volunteer, Rank – Commissioner (National Appointment)

Values and Behaviors: The NCATD will demonstrate behaviours in accordance with the

Association’s Aim, Principles and Values and will adhere to the Adult Code of Conduct and

at all times practice Safe from Harm principles.

Direct Working Relationships: The NCATD manages and leads the following:

• Deputy National Commissioner, AT&D (volunteer)

• Deputy National Commissioner, Adventurous Activities (volunteer)

• National Training Administrative Officer, (part time paid employee)

The NCATD enthuses and indirectly leads and motivates respective Branch Commissioners,

Adult Training & Development.

Essential Job/Role Duties and Responsibilities:

• To lead the National Training Team.

• To evaluate the effectiveness of existing training and adult development

programmes and methods and to redevelop and refresh programs to meet the

needs of the NSO.

• To develop and implement new adult training and development programmes in

accordance with the needs of the NSO.

• To seek and develop new training techniques and methods that will provide

flexibility and innovation in the delivery of training programs to Adults in Scouting.

• To grow and further develop the eLearning training and development programme

of the NSO.

• To provide positive leadership to the Branch Commissioners for Adult Training and

Development, their teams and to chair the National Training Committee.

• To lead the Course for Leader Trainers (CLT) every two years.

• To perform such other duties as may be requested by the Chief Commissioner,

particularly with respect to the assistance of Scouting in other Scouting countries

in the Region.

• To attend Training and Youth Program Team Meetings, Conferences and Seminars

to support the National Commissioner Youth Program and the Branch

Commissioners for Adult Training and Development.

• To be an active member of the National Team led by the Chief Commissioner

supporting other portfolios as and when necessary.

Selection Criteria: This person must have:

• An unequivocal belief in the Aim and Principles, Promise and Law and Method, of

the Scout Movement.

• An ability to work with volunteers and professional staff and to be able to enthuse

and motivate people in the achievement of tasks and goals.

• Well-developed interpersonal and team leadership skills.

• The willingness and ability to devote considerable time during the day, evenings

and weekends to the NSO.

• A high level of personal motivation/organisation and the ability to be able to be

innovative and creative in achieving desired outcomes.

• Highly effective written and oral communication skills.

• A good working knowledge and understanding of the various Youth Programs

embraced within Scouting, including their activities, method and purpose.

• Degree qualified (in a relevant discipline, i.e. Education, Training, HR,

Management), with considerable practical experience in adult training and

development programs, essential.

• Wood Badge Leader Trainer qualification along with practical experience delivering

Wood Badge and other relevant Courses.

Indicative Commitments:

• Chair the National Training Committee (2 weekend meetings per year plus one or

two virtual meetings when necessary).

• Member of the NEC/NOC (3 weekend meetings per year, plus a strategic planning

workshop every two years).

• Member of the National Team (3 weekend meetings per year, plus virtual when

required)

• Member of the Adults in Scouting Committee (1 weekend meeting per year)

• Attendance at National Youth Program and Branch Training workshops as required

(minimum 5) weekend meetings per year).

• Conduct one 5-day training course every two years (CLT).

• Delegate/Observer at World or Region Scout Conferences respectively

(approximately 1 week each).

Role Achievement: Success in the role supports the strategic direction of the NSO.

Term of Appointment: Initial appointment – 3 years, in accordance with the National

Adults in Scouting Policy of the NSO, with an extension of another 3 years subject to

achievement and satisfactory performance.

Visit also:

Adult Recruitment

How to Create a Job Description (e-learning)

HOW TO CONDUCT APPRAISAL INTERVIEW

And create a good adult development plan

Why is it Needed

Adults appreciate a personalized evaluation that provides recognition of their

achievements and contribution to the organisation, and brings clarity to the requirements

and expectations of their role. Adults in Scouting (AiS) need an opportunity to reflect on

their commitment and what they do in Scouting.

The Appraisal Interview is a two-way process in which both interviewer and interviewee

identify what is going well, what needs to be done, and what could be improved, and to

understand and address major differences in perspectives between them. It should be

done from a developmental perspective. It also serves as an informal opportunity to look

at personal development which may not necessarily be associated with the Scouting job

or role but would assist the interviewee both personally and professionally. An Appraisal

Interview may also be appropriate for specific work units or task force-member-type

responsibilities.

What is it

The Appraisal Interview is part of the AiS Review process. It is based on an analysis of

responses received through a Performance Appraisal Review (example – Adult

Development Plan (Appraisal) document. Your National Scout Organization (NSO) should

have this or a similarly named form which the AiS will complete before the planned

interview. While the interview is a formal process, it is conducted informally.

Although the Appraisal Interview can be a casual chat over a cup of coffee, it is important

that the interview takes place within a regular timeframe as agreed by the NSO and the

adult, that it is documented, and that an mutually agreed action plan and new goals for

the future result are jointly established.

All information discussed or collected through this process is confidential and shared only

among the parties involved. There may be a need to inform other Team members but only

the end outcome and not details of the discussion. This ‘need to know’ is particularly

relevant if the outcome is reassignment or retirement or where team output could be

affected.

How is it Used

When conducting the appraisal interview, suggested steps can be followed:

1. Invite the adult to a Performance/Feedback Interview

a. Arrange a mutually convenient time and place well in advance, or a suitable

virtual meeting using Skype or Zoom or WhatsApp, etc.

b. Encourage the adult to review their performance in their job or role before your

meeting.

c. Ask them to complete the Appraisal document, or whatever document your NSO

uses, with honesty and openness.

d. Get them to consider progress, achievements, future planning, and possible

opportunities.

2. Think about the Interview and the Focus of Discussion

a. Focus on areas of performance with emphasis on acknowledgement and

appreciation of success. Outline areas for improvement and any aspects of

performance that the adult wants to share and talk about.

b. Gently steer the discussion to the next question if the adult exceeds the allotted

time for a question. Reflect on and summarize what was said and use it to

move forward.

c. Make the interview informal, but structured and take good notes. While formal

in approach and structure, the interview is conducted in a relaxed style.

d. Written outcomes will provide adults with a record that can be referred to if

necessary. Note relevant information and any factual data as it was

spoken. Don’t make assumptions or judgements.

3. Set the Scene

a. Time, place, and atmosphere are critical, even if conducting a virtual review.

b. Create a private, comfortable, relaxed, quiet, non-threatening environment

where you won’t be interrupted.

c. Be unhurried, informal, friendly, and without physical barriers.

d. Aim to be fair, objective, purposeful, and encouraging, supportive, and

motivating.

e. Be prepared not just to talk but to listen carefully; this not only shows respect

to your interviewee, but also saves both of you precious time.

4. Conduct the Interview

a. Welcome the adult to the meeting or call, be warm and friendly.

b. Remind the adult of the purpose of the review and confidentiality of the process.

c. Walk through the review document responses together. Have a conversation

around each area and listen attentively, reflecting on what you hear to ensure

clarity and responding appropriately. Take notes.

d. Keep your body language proactive and source of confidence and trust. Nod,

smile, and encourage the adult throughout the interview. Make notes

discretely. Use silence (even up to 10 seconds) to encourage them to expand

on short answers; ask if they would like to say any more or if they would prefer

to move on.

e. Use open questions but seek additional information if required. Choose your

words carefully. Not everyone might be using their native language. If the adult

has difficulty thinking of examples, ask them to think about an example they

have already provided and consider its relevance. Ask in-depth questions to

seek additional information, clarification and better understanding. Simple

conversational probes can be effective, such as: Tell me more about... Can you

give me an example when... How does this affect you, make you feel?... How

do you handle ____?

f. Let the adult speak openly and freely. Highlight and take note of achievements,

successes, and accomplishments that the adult is proud of. Show equal interest

in all aspects of an issue and try not to show approval or disapproval, agreement

or disagreement through your words, gestures or facial expressions. Do not

challenge answers or engage in uncontrolled debate with the adult.

g. Talk about areas of weakness and any disappointments experienced and

explore possible causes or reasons for these.

h. Identify any misunderstandings and reasons why any disagreement or

misinformation may exist and talk about how these can be corrected.

i. Ask about potential ideas for improvement, discussing new goals for the next

period.

j. Highlight the support that can be provided through a direct, personal approach

by the adult, or other commitment support by your or the NSO related to the

job/role (like coaching, mentoring, specific guidance). Agree a suitable action

plan with updates ongoing progress.

5. Consider Decisions for the Future

a. Ensure that the adult understands the (1) continue the engagement (renewal),

(2) change jobs/roles (reassignment), or (3) step down from the job/role

(retirement).

b. Ask the adult about their preferred option.

c. Share your decision proposal in case their opinion differs from yours. Discuss

the outcomes and come to an agreement. The interview is the time to share

different perspectives and discuss valuable learning experiences for both

parties.

6. Conclude the Interview

a. Conclude the interview by reviewing the agreed action plan details and outlining

any further steps relevant.

b. Highlight positive elements.

c. Thank the person and close the interview positively.

Appraisal Interview Cycle

Immediately after the appraisal interview, spend some time reviewing and completing

your notes. If you are doing more than one appraisal interview at a time, be organised

and prevent mixing up interviewees.

Visit also:

Performance Management

Assessment Dialogue

Recognition

Decisions for the Future

COMPETENCIES RECOGNITION - STARR METHOD

Why is it Needed

Proving that you have a certain competence can be difficult if there is not a tangible,

physical outcome that can be assessed. When you want to analyse past performance or

assess how successful an event or training session has been, you need a tool that will

evaluate what are not obviously measurable qualities. You might need to talk fluently to

others about something you’ve done or a project your National Scout Organization (NSO)

has completed but you have trouble getting the story straight in your head.

What is it

The STARR Method is a five-step reflection process which helps you to recognize your

competences. By jumping between the five parts, you can tell the story you need to tell

in a way that makes it easy to follow and interesting for your audience. The tool helps you

confirm your competences and recount events in which you played a significant role.

How is it Used

Think of a successful time in the near past and answer these questions:

• Situation: Describe the situation (location, other people, context, etc.)

• Task: Explain what your task or role was. What responsibility did you have? Who

gave you the task? What was your relationship with this person?

• Activities: What did you do? What methods, techniques, or principles did you use?

And most importantly, which competence did you rely on?

• Results: What was the result? Was it expected or unexpected? What feedback did

you get? How were the results welcomed? Describe the before and after situation.

• Reflection: What did you learn from this experience? What would you repeat and

what would you do differently next time?

The STARR Method takes a classic storytelling technique one step further by adding

reflection.

The tool can also be used by you to assess the competence of another. Simply ask the

questions to elicit the responses and then compare their story with available evidence.

Example

Situation Organize a hike for a patrol of 10

people to an unknown area.

Renovate the scout den with the help

of our Adult support group.

Task Be safe and be back on time. Get the finances for the materials.

Activities We got lost. Someone else was

doing the map reading. I used my

orientation skills to find our way

back. I was confident in my

approach, so others stayed calm

and felt safe.

I contacted friends from my network

who could help us with spare

materials and equipment we could

borrow. I also convinced one sponsor

to donate money to buy the roof parts

we needed.

Results After half an hour, we were back on

track.

In less than a year, with the money

and support I raised, the renovation

was done.

Reflection I did not panic. I could have

involved the others more and

showed them how to read the map

correctly so they could learn from

my experience.

I used my network and did some

successful fundraising. On reflection,

it would have been good to organise

an event to celebrate the result and

invite the people who had helped us.

Visit also:

Recognition

TRAINING SYSTEM REVIEW

Also called Training Scheme

Scouting is a youth movement in which Adults provide guidance and support to youth

members. The development, support, and delivery of this Youth Programme require the

active involvement of many competent people who need to be recruited, equipped with

the competencies required to fulfil their tasks, continuously supported, and assigned to

new tasks whenever appropriate, until their retirement.

The function of the support for Adults is to help them to continuously improve the skills,

competencies, knowledge, values, and attitudes required to increase the quality and

effectiveness of their work in their various roles. This process happens via on-the-job

coaching, personal reflection, external acquired competences, peer support, and training.

Why is it Needed

System review makes sense because it:

• Keeps the system streamlined and centred in the NSO´s strategy.

• Is a check on obsolesce, that is: the effect of information explosion, changes are

occurring in management methods, in Educational Methods; in NSOs, in society in

general.

What is it

We live in a so-called VUCA world (volatile, uncertain, complex and ambiguous). Current

training and training systems need frequent updates in one or several aspects (content,

timing, location, method, number of people, rewarding elements, pathways, etc.).

To help your National Scout Organization (NSO) with this process of renewal, a guidance

manual and a summary poster (see links below) are available. These support materials

are useful when a training system already exists. As mentioned in the GSAT dimension 6

– Adults in Scouting, a training system is a key element for an NSO to fulfil its

requirements. These requirements are part of this framework:

• Enabling personal development and the acquisition of additional skills and

knowledge to facilitate the transfer from one role and function to another.

• Ensuring easy access to training opportunities in terms of their frequency,

proximity, previous experiences, and conditions for registration (diversity and

inclusion aspect)

• Involving a diverse training team, including adults from all structures, in the

training processes to improve the collective competencies.

• Evaluating the training system at least every two years, based on a review of

needs, roles, and competencies required, and taking into account societal trends in

education and adult development.

System review and renewal are a continuous and cyclic process: based on the NSO

strategy, making sure the structure responds to the strategy, needs assessment

(individual and organizational), change proposal, implementation, data on results,

evaluation and input to NSO Strategy.

How is it Used

The process covers five phases:

• Starting the Process

• Setting the Framework

• (Re)designing the Training System

• Operating the Training System

• Evaluating the Training System

Training System Renewal Phases

Each phase has a decision point:

• Is there a need to start the process?

• Does the analysis support the renewal?

• Is the system design what is needed and described in the framework?

• Does the system operate well, or do we need to have another look and introduce

some more changes?

• What works well and what needs enhancement?

• What additional resources are needed?

The first two phases have a clear drawback option and process. Each of the phases is

presented in a separate chapter in the manual. The general process of Training System

design or renewal is described in a very detailed and methodical manner. Some NSOs

undergoing such a process might choose a simpler way, with fewer steps.

Visit also:

Adult Training

Training System Review

Training System Review (infographic)

THE WOOD BADGE FRAMEWORK

Why is it needed

The Wood Badge Framework contributes to “Better Scouting for more young people”

through the permanent improvement of quality training and development for adults

involved in the Movement, and by strengthening their sense of unity. It:

• provides a framework for the training, development and recognition of Adults in

Scouting (AiS) regardless of their role.

• equips AiS with essential competencies at basic and advanced levels to support

Scouting in their NSO.

• fosters a common understanding of the main global principles of AiS and ways in

which NSOs might implement them.

• provides opportunities for AiS to develop their interests and learn new skills as part

of the lifelong learning process.

• strengthens the sense of unity and belonging to the Scout Movement.

What is it

The Wood Badge is a common standard that identifies the level of training and

development required by AiS to perform certain roles. This includes the basic levels

expected and also those at a more advanced level which lead to the attainment of the

Wood Badge. It is an indicator of high-level training competencies, quality training

systems, and individual opportunities for development in your NSO. It provides

development opportunities for adults to acquire and/or further develop competencies to

better perform in different roles/positions in Scouting, and also in other aspects of their

lives.

The Wood Badge Framework outlines the essential supporting structure underlying the

Wood Badge Training Scheme. It provides NSOs with the theory and practice to represent

motivational elements for more adults to join Scouting and increase adult engagement,

leading to higher retention in the long run.

The Wood Badge Training Scheme, which is the focus of the Framework, is complemented

by other learning and training opportunities that allow AiS to develop their competencies

in terms of the knowledge, skills, attitude, and behaviour required for supporting a

relevant Scouting experience to young people. Recognition of Prior Learning (RPL) such as

academic achievements, courses, and experiences should be considered in the process of

adult training and development.

Wood Badge Scheme

How is is Used

To effectively implement the Wood Badge Framework, you should:

1. Develop or review the job description and job specification (Requirements) for each

role or appointment in your NSO.

2. Assess the current Wood Badge Training Scheme and/or adult development

programme based on needs as per your current National Adults in Scouting Policy.

3. List the competencies that your NSO considers relevant for all adult positions. Take

existing external recognition into account when defining sets of competencies.

4. Cluster (categorize) the competencies in different Wood Badge programmes, as

well as opportunities in areas such as the Youth Programme.

5. Define the structure(s) and/or team(s) that will be responsible for preparation,

implementation, and follow-up.

6. Establish a system and the procedure to implement the Wood Badge Training

Scheme; modular schemes, other areas of development, and different methods of

implementation such as e-learning, residential training, experiential learning, etc.,

are encouraged during this process.

7. Design and develop evaluation tools and strategies for the Wood Badge Scheme.

8. Establish learning outcomes and measurable levels of progress and performance of

adults participating in Wood Badge programmes.

9. After design/review, launch a pilot or trial implementation phase to provide an

overview and support further improvements.

The Wood Badge Scheme should also act as a tool to assist in the recruitment and retention

of adults and should be approached in a flexible and dynamic way. It should be reviewed

periodically (e.g. every 5 years), based on the changes in the Youth Programme or AiS.

The Wood Badge is the symbol of recognition granted to all AiS who satisfy the training

criteria required. It is awarded when an individual attains a certain level in a given set of

competencies. This should be assessed by your NSO according to a recognition and

validation system established for this purpose, based on this framework.

Example

You can find an example of the WB Training Scheme in Training 101 section.

Visit also:

Training 101 Overview

Adult Training

Wood Badge Overview

Wood Badge Framework Document

Wood Badge Competencies

ACTIVE REVIEWING CYCLE

The Four Fs

This framework was designed by Dr Roger Greenaway, who has worked with education

and training organisations, specialising in making experience-based learning more

participatory, dynamic and effective.

Why is it Needed

The four Fs of reviewing – Facts, Feelings, Findings, and Future - will help you to review

an experience and plan for the future. By working through the four levels of this model,

you will critically examine the situation you want to review and think about how to use

what you learn in the future. Easy to remember, this model can be used to think and

reflect on a situation and can help to structure written reflections.

What is it

The four Fs are:

• Facts: An objective account of what happened

• Feelings: The emotional reactions to the situation

• Findings: The concrete learning that you can take away from the situation

• Future: A structuring for your learning such that you can use it in the future

Scheme: Active Reviewing Cycle

Facts

The first F represents hard facts. Here you can examine the sequence of events and key

moments. If you are working through the model with other people, it can be interesting

to see if you agree on the facts. Be wary that facts do not turn into opinions, for example

‘Then X did the wrong thing’, rather say ‘X did this and it had this effect’.

Feelings

Here you can describe the feelings in the situation. Feelings can guide you to fully

understanding the situation and better ground your learning in the experience. It is

possible to start accidently evaluating and judging in this section. but try to stay with your

feelings. Be cautious that you do not use ‘felt’ as a judgement, for example ‘I felt they

were wrong’, or ‘my feeling was that it was a good choice’. The latter can be rewritten as

‘I felt confident while making the choice.’

Findings

Here you can start investigating and interpreting the situation to find meaning and make

judgements. The main questions are ‘how’ and ‘why’.

Future

Take your findings and consider how to implement them in the future.

How is it used

To use the model effectively, establish the questions and a clear timeline of the phases.

The whole process should last between 30 and 45 minutes.

Timeline example

Phase Outcome Suggested

Time

Process presentation and

“check-in”, building trust

Clear understanding of the

process, focus on the “situation”

5 min

Questions about Facts Collected evidence 5 min

Questions about Feelings Emotional attachment to the

situation

5 min

Questions about Findings Clear understanding of the

situation

10 min

Questions about Future Action Plan for changes 10 min

“Check-out” Save exit from the review 5 min

Examples

Note: You don’t have to answer all these questions; they are simply examples of what

makes sense to include in each section. You might have other prompts that work better

for you.

Facts

• Make a short news report covering: Who? What? Where? and When? (Save Why?

and How? for 'Findings').

• Did anything unexpected happen? Any surprises?

• Did anything predictable happen?

• What was most memorable/different/interesting?

• What were the turning points or critical moments?

• What happened next? What happened just before?

• What most influenced your attitude and behaviour?

• What didn't happen that you thought/hoped would happen?

Feelings

• What are some of the feelings you experienced?

• At what point did you feel most or least involved?

• What other feelings were present in the situation?

• At what point you were most aware of controlling/expressing your feelings?

• What were your personal highs and lows?

Findings

• Why did or didn’t it work?

• Why did you take on that role?

• Why did you do what you did?

• Why did you not do something else?

• How did your feelings influence what you said and did?

• How did you get the outcome that happened?

• Were there any missed opportunities or regrets?

• What would you like to have done differently?

• What would you like to have done more or less of?

• What was most/least valuable?

• Was there any feedback/appraisal?

Future

• How do you imagine using what you have learned?

• What has already changed?

• What choices do you have?

• What would using the findings look like?

• What would you do differently?

• What plan can you make for the future?

As the person facilitating the review, you should practice active listening techniques such

as nonverbal affirmations, maintaining eye contact, showing understanding, paraphrasing,

and reframing for clarification.

Visit also:

Performance Management

Assessment Dialogue

A COMPETENCY-BASED APPROACH TO TRAINING

Why is it Needed

To fulfil its mission, each National Scout Organization (NSO) must have a clear view of its

needs and the needs of its adults. NSOs rely on adult volunteers to deliver their youth

programmes. For these volunteers to be effective, they need training and continuous

development for all functions and at all levels of the NSO.

Effective training is based on both individual and organizational needs. It should contain

all competencies required to enable an adult to fulfil their role. Sometimes the

requirements, as defined by the NSO, do not coincide with the requirements perceived by

the adults themselves. To increase motivation, adults have an important job to play in

determining the content of their training and trainers need to balance the NSO’s needs

with the adults’ needs.

What is it

Competency-based training is focused on specific competencies or skills. It is also known

as outcome-based learning/training or skills-based learning/training. A competence is the

ability to display the knowledge, skills and attitudes required to perform a given task.

Key characteristics:

• Learner Centric: Competency-based learning focuses on the learner as an

individual. It provides opportunities for each individual to develop skills at their own

pace, collaborate with others. and collect evidence of learning.

• Outcomes Based: Competency-based learning starts with well-defined learning

outcomes. Focusing on outcomes facilitates the development of short-term and

long-term objectives.

• Assessment Centered: An essential characteristic of competency-based training

is the development of assessment instruments to measure the performance in each

course (during or after) of Unit Leaders/Leaders of Adults/Trainers based on the

successful demonstration of competencies, after the training.

How is it Used

A competency-based training program can be broken down into six steps:

1. Conduct a training needs analysis

2. Identify the roles of the Adults in Scouting

3. Identify the competencies for the job

4. Design and implement training based on competencies

5. Conduct a competency-based assessment

6. Analyse and review

Six Steps of the Competence Based Approach

Conduct a Training Needs Analysis (TNA)

The first step is to conduct a needs analysis. What competencies does your NSO need to

fulfil its mission? What skills and training do your adult volunteers need to deliver the

youth program? Consider all functions and all levels in your organization.

Identify the Roles of the Adults in Scouting

AiS can be appointed as Scout leaders, trainers, Leaders of Adults, etc. This appointment

is based on the needs of the organization. Each role or position has a set of functional

duties and responsibilities (Job Description) detailing what the job entails.

Identify the Competencies for the Job

Competencies can be categorized into three groups:

• Functional competencies are skills directly related to the roles of Unit

Leaders/Leaders of Adults/Trainers and therefore necessary to fulfil their functions.

• Personal/key competencies include the life skills needed by most people to

participate in all aspects of life, whether scouting, work, education, etc.

• Scouting competencies include knowledge, attitudes, and skills specific to Scouting.

Design and Implement Training based on Competencies

Based on the competencies identified, design the training. The content of all courses

should be topics based on the competencies related to the roles and functions deemed

significant and validated by your NSO. Feel free to add other topics relevant to your

national strategy and local situation.

Conduct a Competency-Based Assessment

Competency-Based Assessment is evidence based. Gather evidence to decide whether a

person has achieved a standard of competence. The criteria used may be from a set of

competency standards, learning outcomes, or other performance outcomes. There are

usually five steps in the assessment process:

1. The adult being assessed conducts a self-assessment.

2. The assessor reviews this self-assessment based on the adult’s achievement of

certain outcomes.

3. The adult and the assessor jointly identify developmental needs/areas for

improvement.

4. Based on the review, the assessor determines the type of training required to meet

the identified developmental needs, for example, onsite and offsite training.

5. After the training, the adult is re-assessed.

A range of evidence or alternative assessments could be used to support the attainment

of competencies, for example, samples of previous work, documented evidence of

achievements, references from people familiar with the adult’s achievements (which can

be used in portfolio assessment) and if necessary, a demonstration of performance by

practical assessment.

Analyse and Review

Analyse the outcomes of the assessment and review the competencies required based on

the changing needs of your NSO.

Example

Wood Badge Competencies (Cluster and Competencies):

1. Fundamentals of Scouting

• Applies Fundamentals of Scouting in all actions or work

• Identifies with WOSM’s Mission, Vision and Strategy for Scouting

• Utilises the Scout Method, develops and delivers the Youth Programme

• Develops and maximises Youth engagement

• Demonstrates Safe from Harm and Diversity & Inclusion practices

2. Leadership and Team Management

• Develops, grows, and manages Teams

• Provides leadership appropriate to circumstances and situations

• Demonstrates suitable coaching and mentoring

• Uses and manages appropriate Emotional Intelligence processes

• Models1 motivation and demonstrates encouragement (Models linked to

'demonstrates', 'shows by example', displays', 'shows off' and so on)

3. Project Management

• Demonstrates competence in managing the Project Life Cycle

1 Models: a word linked to 'demonstrates', 'shows by example', displays', 'shows off' and so on.

• Identifies tasks and is results oriented

• Applies adaptability and flexibility

• Utilises creative thinking and applied problem-solving methods

• Applies project monitoring and evaluation processes including Team operations

4. Communication

• Applies active listening skills

• Identifies and processes Information

• Communicates effectively

• Applies appropriate conflict management strategies

• Demonstrates cultural awareness

5. Adult Development

• Describes and applies the Adults in Scouting Life Cycle

• Uses adult development needs analysis and evaluation processes

• Interprets2 appropriately Youth and Adult development characteristics and

individualised learning needs (Interprets - linked to 'translates', 'unravels,'

deduces' etc).

• Designs and utilises innovative adult development methods and techniques and

develops training opportunities

• Makes use of successful learning experiences for adult development and

continuous improvement

Visit also:

Adult Training

Recognition

2 Interprets: a word linked to 'translates', 'unravels,' deduces'.

PITFALLS OF VOLUNTEER MANAGEMENT

Did you ever ask yourself what you should not do when managing volunteers? Here are

some tips on what we should avoid and rather do to make volunteering a positive

experience.

Don’t ... Rather Do ...

Don’t assume that volunteers

understand the impact of their

work, why they are doing it, or

what they are supposed to be

working on.

Make sure you communicate clearly with your

volunteers- take the first 5-10 minutes of your

volunteer event to assign tasks, and let volunteers

know the significance of their actions for the

community

Don’t assume that all

volunteers know one another.

Take the time during that first 5-10 minutes for

everyone to introduce each other, and perhaps

incorporate an ice-breaker

Don’t make all the decisions on

what kind of activities your

group will take part in.

Make sure you are receiving regular input from

members on what kinds of activities they would like

to work on, and make your best effort to include

these activities in your group’s volunteer schedule.

Don’t overwork or overload

your volunteers, particularly

those that always show up and

put in a lot of effort.

Have a conversation with “frequent flyer” volunteers

about how they are doing, if they are feeling

overworked, and how you can make volunteering a

better experience. This may involve scheduling

those people less, or taking on less volunteer

commitments in the future.

Don’t allow the organization to

become “One leader dependent”

leaving others to stand by and

act as “rubber stamps”.

Make sure there is delegation. Gives others tasks

that would usually be reserved for those at the top,

or cycle-out leadership positions.

Don’t let the work your

volunteers are doing go

unnoticed or untracked.

Keep track of metrics for each volunteer activity,

and present volunteers with these metrics. For

example, on a trash pick-up day, keep track of the

number of trash bags collected. This will give

volunteers a sense of accomplishment

Don’t let your volunteers go

unrewarded.

Reward volunteers through incentives or through

positive reinforcement. Recognition can go a long

way in encouraging volunteers.

Don’t leave people out of the

communication loop.

Set up a group-chat, e-mail chain, Facebook group,

or some other form of communication to stay in

touch and bond with volunteers.

Don’t make a volunteer feel bad

if they were not able to follow

through in the past.

Let volunteers know they are welcome whenever

they are able to contribute time. Remember,

communication is key!

Don’t have your volunteers

doing the same thing for too

long; this can lead to burn out.

Change it up! Find a new activity, community, or

organization to volunteer with. There is no shortage

of need for volunteers, and a change of pace can be

healthy for an organization, as well as for

volunteers.

Don’t allow passive volunteers

to affect the rest of the group.

Be encouraging to those who are working hard, and

challenge those who are not (yet).

Don’t let your group become

ineffective or inefficient.

Make sure you are organized! This ensures that your

organization runs smoothly, and that you are not

wasting anyone’s time. Organization involves being

on-time, having the proper tools for a volunteering

event, and keeping track of metrics.

Credits: https://www.lansingmi.gov/

Visit also:

Volunteering and Volunteers in Scouting

“GROW” IN SCOUTING

Why is it needed

Helping and supporting leaders to perform well in their functions is one of the most

important roles that any team leader played is also one pillar of the Adults in Scouting Life

Cycle and many tools are available for that. The GROW Model could be an excellent tool

to unlock an adult's potential. The model was created by Sir John Whitmore and his

colleagues at the end of the eighties (see link below).

What it is

The GROW model is a four-step structure allowing both the adult and his or her leader to

go through the support process. GROW, means:

• Goal (the concrete expectations of the job);

• Reality (the current situation);

• Options (to improve the performance or obstacles to remove);

• Way Forward (a will and the action plan for the next steps).

It’s possible of course, to add to this model a “performance wheel” as the driver of the

GROW model. The performance wheel is based on three elements according to Simon

Sinek’s Golden Circle (see link below). The author explains why performers who focus on

the big picture, what he calls “the why”, can achieve better results than others. He uses

the terms “what,” “how,” and “why.” By focusing on the “why,” people can improve their

performance. For us, within the Scout Movement, all our adults must keep in mind the

core values because they will be more focused.

Grow Model

Being in focus helps people to reduce their self-interference, interference is something

against the high performance of everyone. According to Tim Gallwey, the author of the

Inner Game Model (see link below), “There are many ways of allowing your thinking to

get in the way of your performance and learning, but they all amount to conversations

you are having with yourself within your own head.”

The How (to deliver) and the What (to deliver) are related to the task and the behaviour,

another way to express that could be the competencies level of the leader, competencies

that we can improve through the training system for example.

How it is used

To support adults in Scouting GROW process can be used in various ways:

1. Helping the adult to define the goal (or objective) that you both want to achieve.

Keep in mind the objective must be SMART (Specific, Measurable, Attainable,

Realistic, and Time-bound). The leader can ask questions like:

• Does your goal still align with your Term of Reference or the Mutual agreement?

• How will you measure the achievement of your goal?

• How will you assess your contribution within your structure?

2. Inviting the adult to describe their current reality. Doing that a clear and big

picture shows-up at least from the adult’s perspective. The leader can ask questions

like:

• What is your current situation? The 5 W’s fit perfectly for this case.

• What are the results of the current situation?

• What are the hurdles you are facing today?

• Does your goals/tasks conflict with any other goals/requests?

3. Exploring with the adult what are the options. The leader can help the adult in a

brainstorm, to have as many good options as possible. The leader can ask questions

like:

• What issues stand in the way to achieve a goal or to deliver a task?

• What could be done differently?

• What constraint needs to be removed?

• What help needs to be provided?

The leader can make the final decision but let the adult offer suggestions first.

When adults are involved in this final decision then they will do their best to achieve

the defined goals and objectives.

4. At this stage, the adult with the leader’s support will have a clear idea of how he

or she will achieve his or her goal or to deliver his or her task (way forward). The

leader can inspire and motivate the adult with questions like:

• What will you do now? And how will you move forward?

• How will you manage new constraints? And what constraint could stop you from

moving forward?

• How can you be more committed?

• On which basis you need to review your progress?

This GROW model could be used frequently in the AiS Life Cycle. This is a good tool to

review team member’s progress and to provide personal support regularly. Leaders can

use this tool also for recognising the achievement and to pass a compliment for

encouraging his or her team member. This will reinforce the adults’ retention.

Visit also:

Coaching

Recognition

The GROW Model

Simon Sinek’s Golden Circle

Inner Game Model

EMOTIONALLY INTELLIGENT SCOUT LEADER

Why is it Needed

When we think of an ideal Adult Leader in Scouting, what comes to our mind?

• Someone who has earned the complete trust of his/her Scouts, other Leaders,

the parents and supporters from within and outside Scouting

• Someone who listens to everyone and is easy to talk to

• Someone who makes careful and informed decisions

• Someone who does not let his/her temper get out of control, no matter what

problems they are facing

Emotional Intelligence (EI) is relevant for us in Scouting as it creates the conditions for:

• outstanding performance

• excellent leadership

• happiness for those who we work with and for the world in general

What is it

Salovey and Mayer (1990), the originators of this concept, define Emotional Intelligence

as “The ability to monitor one's own and others' feelings and emotions. The ability to

discriminate or discern among those and to use this information to guide one's thinking

and actions.”

In his highly influential book Emotional Intelligence (1998), Daniel Goleman came up

with five interrelated domains of Emotional Intelligence also called five Emotional

Intelligence Competencies:

• Self-Awareness: knowing one's internal states, preferences, resources

• Self-Regulation: the ability to manage internal states, impulses and emotions

• Motivation: understanding the tendencies that facilitate reaching one's goals

• Empathy: the awareness of others’ emotions and concerns

• Social Skills: being adept or skilful at working with others

Five Emotional Intelligence Competencies

How is it Used

To inculcate, develop and strengthen the Emotional Intelligence of a Leader is a process

and requires developing certain competencies. These competencies can be accessed by

anyone through awareness and practice. Everyone in Scouting will benefit from this,

particularly the Scouts who will develop themselves faster and stronger in the presence

of a Leader and role model who displays Emotional Intelligence.

Here are some ideas on developing the five EI Competencies.

1. Self-Awareness: A Leader who is self-aware, always knows how one feels and

how one’s emotions and actions can affect others.

• Maintain a ‘self-awareness journal’: Spend a few minutes every day to

write down your thoughts and feelings, and what triggers caused them. If

you want to add another layer, note down how you reacted or responded

in those moments.

• Own your Emotions: It is important not to reject or judge your emotions,

else they get suppressed and come out in other complex forms. When you

feel something, observe them and take note of them. If you can, name

them and say affirmably to yourself that it is okay to feel like this. For

example, I feel angry or sad or afraid or excited or joyful or hopeful or

calm, and it is okay to feel this.

2. Self-Regulation: Leaders who regulate themselves stay in control of their

emotions and rarely attack others or make rushed judgements/decisions.

• Practice Mindfulness: it is about staying in the present moment and paying

attention to everything around and inside us, without judgement. One can

choose to practice it in several ways, through focusing on one’s breath, or

by observing the sounds, visuals and smells around us. It brings our

attention to the present moment and away from worrying about the past

or fearing about the future. Mindfulness is the most powerful tool for

strengthening EI.

• Tools for Regulation: Just like we increase or reduce the speed of a fan on

demand using a knob, one can reduce or strengthen the intensity of an

emotion through breath work (observing while inhaling and exhaling

deeply) or by counting from 1 to 10 and back. Another tool you can try is

to quickly start adding or multiplying numbers to switch to a logical

mindset which relaxes one’s emotions.

• Mind-Body Effect: Relaxing the body usually results in relaxing the mind

and helps in regulating the nervous system. One can use yoga, walking or

light exercises to have this effect.

3. Motivation: Leaders who understand what factors inspire them to work towards

their goals use this knowledge effectively to fill their path and space with these

facilitators:

• Reflection: Each time there is a huge success or failure, take note of what

aspects worked as enablers or deterrents in each such experience. Notice

patterns and keep note of both aspects.

• Communication: It is important to communicate openly about one’s needs,

to ensure others in the team can support or contribute to one’s

motivation.

• Planning: When working on a goal or a project, ensure your plan includes

several stations or pit-stops that act as motivation boosters.

4. Empathy: Leaders with empathy have the ability to put themselves in someone

else’s situation, listen to everyone, challenge those who are acting unfairly and

provide constructive feedback.

• Listening: Listening fully without interrupting is a deeply comforting

situation for the other and provides vital clues on how to understand the

motivation of others. It involves listening to verbal communication as well

as observing body language and expressions. Paraphrasing what one has

understood helps clarify between one’s own perception and what the other

person is actually thinking and feeling.

• Creating a Safe Space: Once we understand the motivation of others and

their situation and concerns, it is important to create the right atmosphere

needed for the growth and empowerment of the others. This includes

creating a comfort zone as well as a challenging environment that is safe

and bereft of judgement for those who need to learn and grow.

• Practicing Boundaries: Creating and verbalising emotional boundaries for

oneself and others helps people understand optimal behaviours expected

out of one another. When others or yourself breach established

boundaries, ensure it is addressed in a constructive way and allow people

to make amends and rebuild bridges and connections.

5. Social Skills: Leaders with effective social skills are positive minded, enthusiastic

and supportive of others. They are good at managing change and help resolve

conflicts.

• Self-Initiative: Take the initiative to reach out to others and ensure regular

communication and interaction, encouraging those who are introverts to

express themselves and sometimes politely requesting those who

consume too much airtime to be succinct in their expressions.

• Feedback: Provide positive affirmations and ensure due credit is given to

those who contribute with their efforts. Celebrate successes of oneself and

others without needing to put down anyone. Help others understand

where they can grow and ensure support to those who need or ask for it.

• Openness: Openness builds trust and is a central aspect of relationship

building.

Visit also: Adult Motivation

Assessment Dialogue

What is Emotional Intelligence

Daniel Goleman Introduces Emotional Intelligence

USING BLOOM’S TAXONOMY IN LEARNING

Why is it Needed

Bloom's Taxonomy is a set of hierarchical models used to classify learning objectives into

levels of complexity and specificity. They are arranged in order of increasing awareness,

thinking, reasoning and understanding.

It was developed to provide a common language for educators, trainers and facilitators to

discuss and exchange learning and assessment methods. The goal of an educator/trainer/

facilitator using Bloom's Taxonomy is to encourage higher-order thinking in their

participants by building up from lower-level cognitive skills.

What is it Bloom's Taxonomy is a powerful tool in the design of learning experiences because it

explains the process of learning: • Before you can understand a concept, you must know and be able to remember it.

• To apply a concept, you must first understand it.

• In order to evaluate a process, you must have analysed it.

What are the Six Levels of Bloom's Taxonomy?

Originally, the following levels were developed:

1. Knowledge – remembering, being able to recall, list and define. These are

considered lower-level thinking skills.

2. Comprehension – understand, restate, describe, provide an example, summarise.

3. Application – apply, calculate, solve, operate, demonstrate – theoretical to

practical.

4. Analysis –makes sense of how things are connected, analyse, compare and

contrast.

5. Synthesis – design, invent, create, compose, rewrite, rearrange, plan; and,

6. Evaluation – rate, critique, make judgements appraise. This is considered higher-

level thinking skills.

Over time and with new evidence, more refined models have become available and are

widely used. These revised models more clearly show the bottom-up approach from lower-

level thinking development to higher-order thinking skills and development.

Revised Blooms’ Taxonomy Model

How is it Used Each level allows educators, trainers and facilitators to develop learning opportunities with

appropriately set objectives that start with lower-level thinking learning experiences and

progressively developing experiences towards higher-level thinking skills.

So, as explained, before you can understand a particular concept, you must remember it.

In order to evaluate a process, you must have analysed it. To create an accurate

conclusion, you must have undertaken an evaluation. However, it is not necessary to

always start with the lower-level skills and step up each time through the complete

taxonomy. That approach would be quite tiresome, dull and perhaps boring for the

educator/facilitator and the participants. Although there may be times when that process

needs to be done. A better approach is to consider the level of the participants in the

training/ session/course.

Examples

For example, are a lot of the participants new to Scouting and are they undertaking an

Introductory Course? If so, many of the learning experiences may target lower-level

Bloom’s skills, because the participants are building basic knowledge and skills. However,

even in this situation, it would be appropriate to develop experiences through learning

objectives that move into the “Apply” and “Analyse” levels. Though going too far towards

the top of the taxonomy pyramid too quickly is likely to create some unease and

unachievable goals.

Another example, are most of the participants undertaking an Advanced Course where

there are already well-developed knowledge, skills, attitudes and behaviours among the

group? That is, the basics are solid in theory and practice. If so, then the “Remember” and

“Understand” level experiences need not be too many. There will be a need to have a few,

but realistically speaking, these more advanced adult participants should be able to master

higher-level skills through appropriately set learning objectives. Providing experiences

where there is a need to “Create” a solution to a particular problem should give a chance

to develop higher-level skills, where both “Analyse” and “Evaluate” also feature. Having

too many of the lower-level skills may cause boredom or lack of interest at this level of

adult experience.

Visit also:

Adult Training

A Taxonomy for Learning, Teaching and Assessing

The following ‘Bloom’s Taxonomy Table’ can provide specific details.

Bloom’s Taxonomy Action Verbs (Revised*)

Definitions Remembering Understanding Applying Analysing Evaluating Creating

Bloom’s

Definition

Exhibit

memory of

previously

learned

material by

recalling

facts, terms,

basic

concepts, and

answers.

Demonstrate

understanding

of facts and

ideas by

organizing,

comparing,

translating,

interpreting,

giving

descriptions,

and stating

main ideas.

Solve

problems to

new

situations

by applying

acquired

knowledge,

facts,

techniques

and rules in

a different

way.

Examine and

break

information into

parts by

identifying

motives or

causes. Make

inferences and

find evidence to

support

generalizations.

Present and

defend

opinions by

making

judgments

about

information,

validity of

ideas, or

quality of

work based

on a set of

criteria.

Compile

information

together in

a different

way by

combining

elements in

a new

pattern or

proposing

alternative

solutions.

Verbs Choose Define Find How Label List

Match Name Omit Recall Relate Select Show Spell Tell

What When Where Which Who Why

Classify Compare Contrast

Demonstrate Explain Extend

Illustrate Infer

Interpret Outline Relate

Rephrase Show

Summarize Translate

Apply Build

Choose Construct Develop

Experiment

with Identify

Interview Make use of

Model Organize

Plan Select Solve Utilize

Analyse Assume

Categorize

Classify

Compare

Conclusion

Contrast

Discover Dissect

Distinguish

Divide Examine Function Inference Inspect

List Motive

Relationships Simplify Survey

Take part in Test for Theme

Agree Appraise Assess Award Choose

Compare Conclude Criteria Criticize Decide Deduct Defend

Determine Disprove Estimate Evaluate Explain

Importance Influence Interpret

Judge Justify Mark

Measure Opinion Perceive Prioritize

Prove Rate

Recommend Rule on Select

Support Value

Adapt Build

Change Choose

Combine Compile Compose Construct

Create Delete Design Develop Discuss

Elaborate Estimate

Formulate Happen Imagine Improve Invent

Make up Maximize Minimize Modify Original Originate

Plan Predict Propose Solution Solve

Suppose Test

Theory

* Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing Abridged Edition.

Boston, MA: Allyn and Bacon.

LEARNING OBJECTIVES AND BLOOM’S TAXONOMY

Why is it Needed

Bloom's Taxonomy is a powerful tool to help develop learning objectives. It is used by

educators, trainers and facilitators to encourage higher-order thinking from their

participants by building up from lower-level cognitive skills through a range of different

learning experiences. This can be particularly relevant for Scouting especially when

designing training, personal development or other learning opportunities.

What is it

Originally, the six levels of Bloom's Taxonomy were:

• Knowledge – remembering, being able to recall – list, define (lower level thinking

skills).

• Comprehension – understands, can restate, describe, provide an example,

summarise.

• Application – apply, calculate, solve, operate, demonstrate – theoretical to

practical.

• Analysis –makes sense of how things are connected, analyse, compare and

contrast.

• Synthesis – design, invent, create, compose, rewrite, rearrange, plan; and

• Evaluation – rate, critique, make judgements, appraise (Higher level thinking

skills).

With new evidence, more refined models have become available and are widely used.

These revised models more clearly show the bottom-up approach from lower-level thinking

development to higher-order thinking skills and development.

Revised Blooms’ Taxonomy Model

For example, each level allows educators, trainers and facilitators to develop learning

opportunities with appropriately set objectives that start with lower-level thinking, learning

experiences and progressively developing experiences towards higher-level thinking skills.

How is it used

Objectives for learning can be grouped into three major domains: cognitive, affective, and

psychomotor. These 3 domains link closely with the behaviours and attributes of the

Taxonomy:

• Cognitive: to know, remember.

• Affective: to feel or individual attributes.

• Psychomotor: to do, undertaking practical tasks, hands-on activity.

We know that for our Scout Programme to be balanced in its planning and delivery, it

needs to have a blend of these domains, and we describe what we are going to do with

‘action words’ or verbs to appropriate objectives that cross all levels of developmental

learning.

There are a number of ‘Verb Tables’ that help to identify which ACTION VERBS align with

each level in Bloom’s Taxonomy. A link to the table follows at the end of this content.

What is useful to note is that some of these verbs on the table are associated with multiple

Bloom’s Taxonomy levels. These ‘multi-level’ verbs are actions that could apply to different

activities. For example, you have a learning objective that states, ‘explain the difference

between the Clove Hitch and the Reef Knot’. This would relate to an “Understanding” level

objective. However, if you wanted the adult participant to explain why you use a Clove

Hitch on a square lashing and not a Reef Knot, this would be an “Analysing” level verb

linked to “Applying”, as the thinking would involve ”Analysis” and also “Application”.

To make it easier when looking at ‘action words’ (verbs) for stating learning objectives,

keep in mind that it is the action, skill or activity you will use that is using that doing word

or verb. So, if the aim is to ‘build a pioneering tower’ (action, skill, activity, consolidating

the knots, lashings and pioneering skills) then the learning objective would be: at the end

of the session, adult participants will be able to design and build a pioneering tower.

Bloom’s level is ‘Create’, and two of the verbs or action words associated with this level

are design and build.

Three things to note when writing objectives

• The skill or behaviour to be performed and demonstrated.

• The conditions under which the adults will perform the skill and demonstrate

knowledge.

• The criteria used to measure performance.

Example

Putting all this thinking together, using the topic - ‘Tower Building’.

The aim is ‘Adult participants will build a pioneering tower to a height of 3 metres’. How

they will do that is expressed in these OBJECTIVES using appropriate ‘action words’ (verbs)

a) Discuss with team and design tower

b) Choose poles and ropes and other materials

c) Agree on tasks and construct the tower

d) Inspect for safety, measure height to ensure 3 metres

e) Test tower for the intended purpose

These action words are from a Bloom’s Taxonomy table and linked to the 3 major domains,

cognitive, affective and psychomotor:

Bloom’s Taxonomy can also be used for assessment. For this to occur, there is a need to

be clear on what the adults/participants should have learned from the learning experiences

presented. Simple questions can test memory and providing an activity where there is a

need to solve a problem can identify applications practically. Asking the adult/participant

to create a song as part of a patrol activity can check analysis, and asking them to critique

another group’s activity can assist evaluation.

Effective Learning Objectives have:

• At least one measurable verb in the objective.

• If using two measurable verbs like explain and apply, make sure the adult can

‘explain’ and ‘apply’ through an appropriate activity that can measure both verbs.

• Ensure that verbs in the objective are the right ones for the activity or task.

• All learning objectives must be measurable, clear and concise.

Avoid using verbs in objectives that cannot be quantified or measured, that includes words

like understand, appreciate, learn, and enjoy.

Understanding something of Bloom’s Taxonomy and how it can assist in the writing of

learning objectives is not rocket science. Working with verbs that clearly can be used to

measure learning competence makes the task of the educator/trainer/facilitator much

easier and more educationally relevant when planning the learning experience, assessing

the learners and watching them develop as they experiment and navigate around the

Taxonomy.

Visit also:

Adult Training

Bloom’s Taxonomy Explanatory Video

Learning Objectives Easygenerator

Bloom’s Taxonomy Action Verbs (Revised*)

Definitions Remembering Understanding Applying Analysing Evaluating Creating

Bloom’s

Definition

Exhibit

memory of

previously

learned

material by

recalling

facts, terms,

basic

concepts, and

answers.

Demonstrate

understanding

of facts and

ideas by

organizing,

comparing,

translating,

interpreting,

giving

descriptions,

and stating

main ideas.

Solve

problems to

new

situations

by applying

acquired

knowledge,

facts,

techniques

and rules in

a different

way.

Examine and

break

information into

parts by

identifying

motives or

causes. Make

inferences and

find evidence to

support

generalizations.

Present and

defend

opinions by

making

judgments

about

information,

validity of

ideas, or

quality of

work based

on a set of

criteria.

Compile

information

together in

a different

way by

combining

elements in

a new

pattern or

proposing

alternative

solutions.

Verbs Choose Define Find How Label List

Match Name Omit Recall Relate Select Show Spell Tell

What When Where Which Who Why

Classify Compare Contrast

Demonstrate Explain Extend

Illustrate Infer

Interpret Outline Relate

Rephrase Show

Summarize Translate

Apply Build

Choose Construct Develop

Experiment

with Identify

Interview Make use of

Model Organize

Plan Select Solve Utilize

Analyse Assume

Categorize

Classify

Compare

Conclusion

Contrast

Discover Dissect

Distinguish

Divide Examine Function Inference Inspect

List Motive

Relationships Simplify Survey

Take part in Test for Theme

Agree Appraise Assess Award Choose

Compare Conclude Criteria Criticize Decide Deduct Defend

Determine Disprove Estimate Evaluate Explain

Importance Influence Interpret

Judge Justify Mark

Measure Opinion Perceive Prioritize

Prove Rate

Recommend Rule on Select

Support Value

Adapt Build

Change Choose

Combine Compile Compose Construct

Create Delete Design Develop Discuss

Elaborate Estimate

Formulate Happen Imagine Improve Invent

Make up Maximize Minimize Modify Original Originate

Plan Predict Propose Solution Solve

Suppose Test

Theory

* Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing Abridged Edition.

Boston, MA: Allyn and Bacon.

USEFUL ONLINE TOOLS

For training and other collaborative events

The Digital working environment brings many opportunities such as online volunteering,

work from home and online education. Online training courses remove the constraints of

in-person sessions, such as room capacity and physical distance. Additionally, offering

online courses on-demand eliminates the need to identify workable time slots for large

numbers of attendees. By using the recording feature, it also allows each session to be

played repeatedly, both as a refresher for previous participants and as fresh training for

new participants.

But unlike in-person training sessions, the online environment doesn’t lend itself to

interaction and engagement. Even with live online sessions, participants are more likely

to only partially listen to the trainer or multitask by doing other work during the training.

Participants might also ask fewer questions in online formats than in live settings, reducing

both the participant-to-trainer interaction and the cross-participant discussion that can

improve the collective comprehension of and appreciation for the training material. Many

facilitators have learned to use a number of interactive tools and methods to assist greater

participation and learner engagement.

For the purpose of boosting presence and learning experience, we created A Collection of

Useful Online Tools. Some are made for real-time online interaction and collaboration,

creating learning quizzes and various types of questionnaires, e-learning tools and online

training platforms. The list is in the ‘constant refreshing mode’ so feel free to add new

ones immediately when you find it useful for increasing engagement and participation.

Some additional tips for online engagement:

• When using these tools try to focus on a good presentation supported by the quality

of video, images, and sound to interactive features which will keep the focus of the

audience.

• You can keep attention also through provocations where the audience’s behaviours

and beliefs are challenged.

• Even being online, trainers should work on engaging presentation style, including

body language, hand gestures, and voice inflection.

• Regular feedback of the audience should be evoked through different channels and

should stimulate a two-way discussion.

• Usage of prompts can verify participants presence. This includes entering codes

provided by the presenter, break out rooms at certain intervals and short

assignments that must be completed in order to verify presence.

Visit:

A Collection of Useful Online Tools.

TRAINING 101

Training 101 is a support tool that provides guidance towards developing a syllabus or training framework for some of the most common training

and adult development courses utilised in Scouting. It also provides some

thoughts and reminders on what kind of topics and learning objectives can be included in respective training courses to develop required

competencies.

TRAINING 101

Overview of the Training Modules

The purpose of this Section is to provide:

• an example of some standardized training modules for instant use;

• support for creating some training courses within the NSO Training Scheme;

• an inspiration to use as a starting point in creating your training modules.

This Section contains specific modules highlighting the Core topics on the

following:

• Training modules on the Adults in Scouting Seminar/Workshop

• Training modules on the Wood Badge Course (Unit Leader Training) for the Initial,

Basic and Advanced levels.

• Training modules for Assistant Leader Trainers and Leader Trainers

• Training modules for Leaders of Adults (Commissioners, Group Leaders, and other

Adults in Scouting).

Training Modules for Adults in Scouting Workshop/Seminar

The training Modules aim is to assist NSOs in implementing the World Adults in Scouting

Policy presented in this segment. The NSO will be able to organize a workshop/seminar,

to develop/review the National Adults in Scouting Policy.

Topics are divided into 6 modules as follows:

• Module 1: Overview of the World Adults in Scouting Policy

• Module 2: SWOT Analysis of Adult Resources of the NSO

• Module 3: Seeking and Recruiting Leaders

• Module 4: Training and Support

• Module 5: Performance Appraisal and Decisions for the Future

• Module 6: Motivating Adults and the Next Step for Implementation

Wood Badge Training Modules (Unit Leader Training) for the Initial, Basic and Advanced

Levels. These are suggestions, each NSO has the authorization to develop their training

that addresses the needs of its volunteers. Wood Badge Framework has guidelines to assist

and is available for further information.

Training Modules on the Wood Badge Course (Unit Leader Training) for the

Initial, Basic and Advanced levels.

The Training Modules aim is to develop Unit Leaders who are skilled in working effectively

with young people and other adults in Scouting.

The Topics are divided into 5 Modules as follows:

• Module 1: Scouting Essentials (Fundamentals)

• Module 2: Scouting Skills

• Module 3: Youth Programme

• Module 4: Leadership and Management

• Module 5: Scouting and the Organizational Environment

Training Modules for Assistant Leader Trainers and Leader Trainers

The World Adults in Scouting Policy gives great flexibility to NSOs to develop its training

scheme/programmes. They can best satisfy the particular needs of their adults by

providing modern training techniques and increase their emphasis on the Training of

Trainers programme based on local situations or cultural circumstances.

The scheme for the Training of Trainers requires the development of two or three-stage

progressive levels of training.

The Two-Stage Approach

The first stage aims to train Assistant Leader Trainers (3-Beads) and the second stage aims

to train Leader Trainers (4-Beads). In some countries, the first stage is broken into two

stages, thus giving Three-Stage Training.

In such a case, the first stage focuses on training course Helpers who have the potential to

be developed as Assistant Leader Trainers, the second stage, training of Assistant Leader

Trainers, and the third stage, training of Leader Trainers. The Wood badge framework has

additional options that can be adapted by NSOs regarding the training of trainers.

For Assistant Leader Trainers the training modules aim is to:

• Introduce the principles, methods and techniques of training.

• Identify the purpose of adult training.

• Demonstrate the methods, techniques used, and their application in the

interpretation of local policies and procedures in National Associations.

For Leader Trainers the training modules aim is to:

• Provide an opportunity for the sharing of experiences in the consideration of

advanced training methods,

• Demonstrate and develop new training methods

• Examine, review, and evaluate existing training methods and techniques for the

improvements.

The topics are divided into 5 modules as follows:

• Module 1: Scouting Essentials (Fundamentals)

• Module 2: Training Skills

• Module 3: Adult Learning Skills

• Module 4: Leadership and Management Skills

• Module 5: Personal Development Skills

Training Modules for Leaders of Adults / Commissioners

The training modules aim is to provide an opportunity for Leaders of Adults

(Commissioners, Group Leaders, and other Adults in Scouting) who have not completed

the Unit Leader Wood Badge Training.

It is strongly suggested that they complete the Topics from the Basic Level Unit Training

before commencing this Training. This is also open to professional staff within the NSO,

who may wish to take advantage of this training and earn the Wood Badge.

The topics are divided into 4 Modules as follows:

• Module 1: Scouting Essentials (Fundamentals)

• Module 2: Leadership and Organizational Management Skills

• Module 3: Learning Skills

• Module 4: Scouting and the Organizational Environment

The above Modules and their related Core Topics serve as guidelines. However, while

allowing flexibility to suit local needs, we strongly recommend that the Core Topics be

covered in your training courses.

More content on each module is accessible online in the Training 101 section.

Visit also:

Adult Training

Wood Badge Framework

GLOSSARY OF TERMS FOR EXTERNAL SCOUTSHIP USERS

Adult Support

Adults facilitating and supporting young people to create learning opportunities and

through a culture of partnership to turn these opportunities into meaningful experiences.

Adults

Primarily volunteers responsible for the development, facilitation or delivery of the Youth

Programme, supporting other adults or supporting the organisation’s development.

AiS (Adults in Scouting)

A systematic approach for supporting adults to improve the effectiveness, commitment

and motivation of the adult leadership so that better programmes are facilitated or

delivered by and for children and young people. It also enhances the overall effectiveness

and efficiency of NSOs and covers both volunteer and professional staff.

AiS – Life Cycle

The approach set out in the World Adults in Scouting Policy that recognises the concept of

a life cycle in every role or function undertaken by an adult in Scouting. It is a holistic

and systematic approach that gives careful consideration to all aspects of the management

of adults in the Movement and includes attracting the adults we need and supporting them

in their role or function, assisting them in their development and their choices for their

future. One or multiple life cycles cover all stages and components in the lifespan of an

adult in the Movement.

Community Involvement / Engagement

Members (adults) actively explore and commit themselves to communities and the wider

world, fostering greater appreciation and understanding between people towards a

common purpose of transforming their communities for the better.

Competencies

A competency is the consistent application of knowledge, skill and behaviours to the

standard of performance required in a particular role, function or appointment. It includes

the ability to transfer and apply skills and knowledge to new situations and environments.

Diversity

Recognising people as individuals, understanding that each one of us is unique, and

respecting these individual differences.

Inclusion

Valuing the diversity of individuals and giving fair and equal access and opportunities to

all and having each person involved and participating in activities to their greatest extent

possible.

Formal / Informal / Non-Formal Learning

Formal Learning is the hierarchically structured, chronologically graded educational system

running from school to university.

Informal Learning is the process where individuals acquire attitudes, values, skills, and

knowledge from daily experiences, such as from family, friends, peer groups, the media,

and other influences and factors from in the person’s environment.

Non-Formal Learning takes the form of organised educational activity outside of the

established formal system. Though it is not as a rule-governed like formal education

systems, and it does not have the same authority, it does have an educational

purpose. Scouting is non-formal and complements the learning that occurs in formal and

informal settings.

Formal Training

The training which has a formal structure, for example, training courses, training studies;

these are, in effect, a series of related and structured learning experiences.

Fundamentals of Scouting

The Fundamentals are the basic elements of who, what and why Scouting is and comprise

our Purpose, Values, Principles and Scout Method, which includes key aspects such as the

Scout Promise and Law.

Gender

Ideas about the behaviour, actions and roles shown by a person of a particular sex. These

ideas have been constructed by society.

Gender Equality

Providing equal and fair access to all resources and opportunities regardless of a person’s

gender

Global Support Assessment Tool (GSAT)

The Global Support Assessment Tool (GSAT) is WOSM’s Quality Standard and is based on

international best practices in Good Governance and Quality Scouting principles. It

enables NSOs to identify their strengths and areas for improvement, as well as to measure

their ongoing progress across various dimensions (from the institutional framework and

financial management to adult resource management).

Goal Setting

Goal setting is about each adult volunteer/staff person being able to think about projects

or tasks they want to carry out in their Scouting journey and being able to set steps or

milestones along that path to reach those goals (projects, tasks). Goal setting is a life

skill that needs to be developed and Scouting can provide opportunities for ‘goal-setting’

that lead to personal growth and development.

Induction and Induction Training

This is an ‘introduction’ to Scouting that all adults (both volunteer and staff) who are new

to Scouting undertake, or, if changing to a different role or appointment, know something

of the required ‘basics’ of that role to get started. For new adults, ‘Induction Training’ is

structured to provide the necessary knowledge, skills and behaviour expectations

necessary to undertake a role regardless of appointment. This process also allows adults

to understand their responsibilities and the need for training.

In-service Training

Any part of training carried out whilst the adult concerned is actively engaged on the

job. Sometimes called ‘on-the-job training’.

Learning by Doing

The use of practical actions (real-life experiences) and reflection(s) to facilitate ongoing

learning and development. It is one of the 8 elements of the Scout Method and is key to

ensuring that learning opportunities are fun and relevant. ‘Experiential learning’ the Scout

way.

Learning Experience

Any situation in which an adult undergoes a relatively permanent change in behaviour. A

training session is an example of a specially designed learning experience while a training

course provides multiple learning experiences.

Learning Path

Learning Path is a special feature of the Scoutship. It offers pre-set content for advanced

AiS users to deepen understanding, develop skills and explore some examples. It is a

pathway to navigate through the content if you are doing a specific task or mission, or

wanting specific content for a specific purpose. For example, How to organise (manage)

adults; How to keep volunteers in Scouting; or How to develop leadership skills and so on.

Learning Zone

A menu item on Scoutship with content that assists users in understanding and supporting

volunteers more through many accessible WOSM Policy and support documents relative

to key strategic and operational priorities. Areas include Adults in Scouting Life Cycle, AiS

Structures and Processes, and Safe from Harm.

NSO / NSA (National Scout Organisation / National Scout Association)

National Scout Organisations (NSOs) are responsible for managing, developing and

supporting Scouting in that country. An NSO may have several member associations,

known as National Scout Associations (NSAs). For Scoutship purposes, unless mentioned

otherwise, the terms ‘NSO’ or ‘organisation’ will be used and applied to both structures.

Safe from Harm (SfH) and Safe from Harm Policy

In the context of Scouting, keeping children and young people safe from harm

encompasses all areas of child and youth protection work, and includes a full range of

strategies, systems and procedures that aim to promote that the wellbeing, development

and safety of children and young people is a priority in all Scouting-related

activities. Within the context of an NSO / NSA, the implementation of the policy requires

putting in place a systemic approach to prevent and react to situations that may affect the

wellbeing, development and safety of children and young people.

Scout Promise and Law

The Scout Promise is a personal voluntary commitment to a set of shared values, which is

the foundation of everything a Scout does, and a Scout wants to be. The Scout Law is a

code of living for each Scout and all members - based on Scouting’s Principles. The

Promise and Law are central to the Scout Method.

Scoutship

Scoutship is an online resource aiming to assist NSO/NSA structures to better manage

adults in Scouting. It is also a resource for adults in Scouting and others to better

understand how to support youth programme implementation, build quality leadership,

support organisational structures and create positive adult (volunteer) experience. Many

of the topics on Scoutship have wider application than just for Scouting purposes.

Scoutship Content

Many ‘volumes’ set out in an attractive progressive format where users can access material

for a specific purpose. The material can be explored through an overview (surfing), more

in-depth (snorkelling) and greater depth (deep diving) to suit the individual and wider

practical application.

Sustainable Development Goals (SDGs)

The 17 United Nations SDGs build on the good work of the previous set of goals, known

as the Millennium Development Goals. WOSM is a global partner of the SDGs, and NSOs

/ NSAs support this by incorporating the SDGs into various aspects of the Youth Program,

and other initiatives. NSOs / NSAs are encouraged to register their SDG projects on

www.scout.org and to view all the projects globally on www.scout.org/worldmap

Team System (Patrol System)

The use of small teams as a way to participate in collaborative learning, to develop

effective teamwork, interpersonal skills, and leadership as well as build a sense of

responsibility and belonging. Often supported by an adult/s.

The Purpose of Scouting

The Purpose of the Scout Movement is to contribute to the development of young people

in achieving their full physical, intellectual, emotional, social, and spiritual potential as

individuals, as responsible citizens, and as members of their local, national, and

international communities.

The Principles of the Scout Movement

Duty to God - Adherence to spiritual principles, loyalty to the religion that expresses them,

and acceptance of the duties resulting therefrom.

Duty to Others - Loyalty to one’s country in harmony with the promotion of local, national,

and international peace, understanding, and cooperation. Participation in the

development of society with recognition and respect for the dignity of humanity and the

integrity of the natural world.

Duty to Self - Responsibility for the development of oneself.

The Scout Method

The Scout Method is the "how" of the Scouting Programme. How we conduct our Youth

Programme so our youth members get the most out of their experiences. The Scout

Method is an essential system for achieving the educational purpose of the Scout

Movement. It is defined as a system of progressive self-education. It is one method

based on the interaction of equally important elements that work together as a cohesive

system, and the implementation of these elements in a combined and balanced manner is

what makes Scouting unique. The Scout Method is a fundamental aspect of Scouting and

is expressed through 8 elements all of which hold equal importance in the development of

our youth members.

The Scout Movement

The Scout Movement is a voluntary, non-political, educational movement for young people

open to all without distinction of gender, origin, race, or creed, following the purpose,

principles, and method conceived by the Founder, Lord Robert Baden-Powell.

Training Method

A procedure which provides a suitable structure and environment for a learning

experience, for example, brainstorming, buzz group, case study, demonstration, lecture,

lesson demonstration, practical exercises, programmed learning, project, role play, talk,

training study and workshop.

Training Need

The specific needs of a person, regarding carrying out a given job, which can be satisfied

by training or other suitable professional development. These needs and the abilities and

skills called for to satisfy them can be classified under four headings: knowledge, skills,

attitudes and behaviours.

A vision of Scouting

By 2023 Scouting will be the world’s leading educational youth movement, enabling 100

million young people to be active citizens creating positive change in their communities

and the world based on shared values. "The Vision for Scouting, Vision 2023”, was

adopted at the 40th World Scout Conference in Ljubljana, Slovenia in 2014.

Volunteers

Volunteers are people involved in different activities without monetary remuneration

(although the reimbursement of expenses may be allowed). This involvement is

undertaken entirely of the individual’s own free will. The benefit of this involvement is

directed at supporting Scouting to achieve its Mission rather than at the volunteer,

although the volunteer should also gain and develop from their involvement.

Wellbeing

A state in which every individual realises his or her potential can cope with the normal

stresses of life, can work productively and fruitfully and can contribute to his or her

community’.(World Health Organisation, 2014)

Wood Badge Training Scheme

The Wood Badge Training Scheme consists of a Training programme for all Adults in

Scouting, whether at a leadership or support level, both volunteer and professional. It

can be divided into 2 levels (Basic and Advanced) and in some NSOs, provision is made

for access to supplementary courses to assist adults’ further personal development and

continuous improvement. There are also several provisions for the different age Sections

(Cubs, Scouts, Rovers).

Wood Badge

The Wood Badge is a common standard that identifies the levels of training and

development required by Adults in Scouting to perform certain roles. This includes the

Basic levels expected and those at a more advanced level leading to the attainment of the

‘Wood Badge’. It is an indicator of high-level training competencies, quality training

systems, and individual opportunities for development in an NSO/NSA. The most common

emblems or symbols used are:

Gilwell Woggle (Wood Badge Woggle) – a ‘Turk’s Head’ scarf slide woven from two strands

of round leather thong; Wood Badge Beads – two small wooden beads are worn on a

leather thong or cord around the neck; and Wood Badge Neckerchief or Scarf - bearing a

McLaren Tartan patch on the point.

World Adults in Scouting Policy

The World Adults in Scouting Policy aims to support the Mission of Scouting. This is

achieved by developing the ways and means by which the quality of leadership at all levels

can be improved through providing better support and management for all adults,

resulting in the provision of better services for young people. The policy encompasses all

the roles and functions undertaken by adults in Scouting and all the areas of competence

necessary to fulfil them.

WOSM

The World Organisation of the Scout Movement. Is the largest youth organisation and has

more than 55 million members in 171 National Scout organisations (census 2020).

WOSM Services

WOSM’s one-stop-shop to support and strengthen the ability of National Scout

Organizations (NSOs) to deliver better Scouting activities and programmes to more young

people worldwide. WOSM offers high-quality and effective support via 13 WOSM Services

related to the core areas of Scouting, everything from the Adults in Scouting and Safe

from Harm to good governance and partnership development.

Youth Empowerment

Youth Empowerment is the attitudinal, structural, and cultural process whereby young

people gain the ability, authority, and agency to make decisions and implement change in

their own lives and the lives of other people, including young people and adults.

Youth Engagement

Youth Engagement is the meaningful participation and sustained involvement of young

people in an action in which they use their time, intelligence, talents, skills and abilities

for making a positive change in their own and the life of others, which results from strong

connections to a particular idea, person, activity, place or outcome.

Youth Involvement

Youth Involvement is a capacity-building process, based on enabling young people to

actively share responsibility with adults for making decisions that affect their lives, and

the lives of others in their community.

Youth Participation

Youth Participation is a process that ensures young people are consulted and allowed to

contribute to the decisions that affect their lives.

Youth Programme

The Youth Programme in Scouting is the totality of the learning opportunities from which

young people can benefit (What), created to achieve the purpose of Scouting (Why), and

experienced through the Scout Method (How).

FREQUENTLY ASKED QUESTIONS

OVERALL

What is Scoutship? Scoutship is an online resource aiming to assist NSO structures to

better manage adults in Scouting. It is also a resource for adults in

Scouting and others to better understand how to support youth

programme implementation, build quality leadership, support

organisational structures and create positive adult (volunteer)

experience. Many of the topics on Scoutship have wider application

than just for Scouting purposes.

What can I find

here?

Scoutship online resources offer a variety of short interconnected

content related to Adults in Scouting and the Adult Life Cycle. It

also offers useful tools, training templates, and internal and

external resources in one spot. It suggests a variety of learning

pathways to address more complex needs..

Do I have to register

to use it?

You don't have to register to use Scoutship. However, you may

register for the updates and become part of the Scoutship

community.

How can I use it if I

am not a Scout?

You can use it the same way as Scouts. For easier understanding

you can use the support of the Glossary of the terms for External

Scoutship users.

On average, how

long will it take me

to read a specific

Scoutship piece of

content?

Every content piece has been designed to take only a few minutes

to read. It all depends on the topic and the depth to which you want

to explore the topic. Some may take only a short time, others may

take 5 to 10 minutes to read depending on how deep you want to

go and gain in understanding. The hyperlinks that take a topic

much further are located at the bottom of the page. We invite you

to explore and 'dive' into the topic.

USE

Do I need the

approval of my NSO

to be able to access

and download

content from

Scoutship?

You don't need any approval to be able to access and download the

Scoutship content. However be mindful, that the content is

protected and any reproduction is authorized to National Scout

Organizations and Associations which are members of the World

Organization of the Scout Movement. Credit for the source must be

given.

Can I use Scoutship

on my phone and

computer at the

same time?

You may use Scoutship simultaneously on any device which has an

online connection and internet browser. It has been set-up for use

with mobile phone, tablet and desktop applications. However, the

use of this is not interconnected in a way that you will see on the

smartphone what you have opened on your computer.

Can I download only

a small part of the

content I am

interested in?

You may download small pieces of content individually by clicking

the "download" button on the bottom of the page.

How can I download

the whole Scoutship

content?

You may download the whole content by clicking "full content" in

the Volumes Menu or you may choose various versions (pdf, Kindle,

ePUB) in the "Scoutship on the go" menu.

How does the

Learning Path work?

The Learning Path is a special feature of the Scoutship. It offers

pre-set content for advanced Adults in Scouting users to deepen

understanding, develop skills and explore some examples. It is a

pathway to navigate through the content if you are undergoing a

specific task or mission, or seeking specific content for a specific

purpose, such as how to organise adult support structure or how to

keep volunteers in Scouting.

Is there a way I can

view what content I

have already

accessed?

At the moment this feature is not available. However, further

refinement to enable personal settings and improve user

experience will be coming soon.

How does Scoutship

cater for those with

vision or hearing

impairment?

The operation system of the device supports vision and hearing

impairment and other physical, learning and literacy requirements.

Scoutship does not foresee any additional tools or features.

OFFLINE USE AND

DOWNLOADING

What do I do to save

content for use in a

training

environment?

You are able to download specific content by clicking the

"download" button on the bottom of the page. You can save for

future training use, noting that content is protected and any

reproduction is authorized to NSOs, while crediting the original

source.

What kinds of

documents can I

download during a

session?

You can download each piece of content separately by clicking the

"download" button on the bottom of the page.

What if I don't have

an internet

connection?

Internet connection is required for online browsing and using the

features of the Scoutship. However, you may download the whole

content and browse in "offline" mode.

How do I know if the

content is updated or

new information is

published?

All updates and new information will be announced through the

Scoutship updates. Please follow the updates through WOSM

channels.

WHERE TO FIND

How can I find the

content I am looking

for?

The fastest way is to type in a keyword in 'search'. The internal

search engine will search content in the Scoutship and display all

content that includes the keyword.

Where is the

handbook version?

As Scoutship is a digital resource, it has no traditional handbook

format. However, you may download the whole resource and you

will receive a digital version with a cover page and content that is

sorted according to the volumes in the online version.

How can I access the

Learning Path?

The Learning Path is accessible if you scroll down on the 'entrance'

page. Once there, you may select from the learning paths

displayed.

Where can I follow

up the Scoutship

updates?

All updates and new information will be announced through the

Scoutship updates. Please follow the updates through WOSM

channels.

COLLABORATION

How can I share a

new idea for

particular content

that may be useful to

others?

You may do that by sending your idea or contribution in an e-mail

to scoutship@scout.org The Scoutship editorial team will review

the proposal and depending on the decision, add it to the Scoutship.

Be mindful of the length of your contribution (max 6000 characters

with spaces) and the credibility of the contribution. In case of using

others' work please make sure the source is credited.

How can I contribute

to the Hammer &

Nails Toolkit?

You may do that by sending your proposal in an e-mail to

scoutship@scout.org The Scoutship editorial team will review the

proposal and depending on the decision, add it to the Scoutship.

Be mindful of the format used in the Hammer & Nails Toolkit (Why,

What, How and an example) and of crediting the information. The

length of your contribution must not exceed 6000 characters with

spaces.

How do I reference

and cite content?

The best way to give credit to sources you are using is to use

footnotes in your content. With footnotes you will be able to

numerically mark the sentences or ideas used from another source

and the link to that source will appear at the bottom of you page,

as a footnote. This way a reader can directly access your source if

needed.

ERROR

REPORTING

The link is not

working, what should

I do?

You should reach out to: scoutship@scout.org and nicely explain

which link is not working. Thank you.

I found a 'typo' in

the text, what should

I do?

You should reach out to: scoutship@scout.org and nicely explain

where the 'typo' is exactly. Thank You.

© World Scout Bureau Inc.ADULTS IN SCOUTING November 2020

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